STAR Introduction

Language and Identity in the Disability Community

Concept: Emphasizes that individuals are people before their disabilities, aiming to highlight their humanity rather than their impairments.
Origin: Associated with People First of Washington, founded in the 1970s by individuals with disabilities who sought to promote this perspective.
Belief: Advocates that individuals with disabilities prefer not to be defined solely by their disabilities, fostering a narrative that recognizes their capabilities and contributions to society.

Concept: Argues that disabilities are a fundamental aspect of a person's identity, not just a trait to be overlooked.
Examples: Phrases like "I am autistic" or "I have cerebral palsy (CP)" illustrate how many individuals proudly claim their identity.
Acceptance: Many individuals in the community embrace disability as a significant part of who they are, often expressing pride in the unique perspectives and experiences that come with their disabilities.

Viewpoint: Acknowledges that both People First Language and Identity First Language have advocates within the disability community, highlighting the diversity of opinions.
Respect: Encourages individuals to identify in a manner that resonates with them, whether as a person with a disability or as a member of the disability community.
Open Dialogue: Promotes asking individuals how they prefer to identify, fostering respectful conversations that recognize personal choice and preference.

Impact: The language we use can greatly influence perceptions and interactions, shaping societal attitudes toward disabilities.
STAR Program: A program that emphasizes strategies based on evidence-based research aimed at supporting students, particularly those with disabilities. This program focuses on creating inclusive educational environments that value diverse learning needs.
Communication: Stresses the importance of teaching effective communication strategies to address behavioral issues, encouraging understanding and empathy in educational settings.

Example: Biting is highlighted as a common challenging behavior observed in younger students, which may stem from frustration or the inability to communicate needs.
Approach: Teaches students to express their needs—such as asking for breaks or clarifications—rather than resorting to physical actions, thus promoting emotional literacy and self-advocacy.
Understanding Behavior: Recognizes that behaviors are often forms of communication that reveal underlying needs, advocating for an approach that seeks to understand and address these needs effectively.