Special Needs: Why We Avoid this Phrase

We choose not to use the phrase “special needs.” Why? Because language is powerful. As an organization advocating for the inclusion of kids with disabilities, we understand the importance of the words we choose. Disability is complex, dynamic, and multidimensional, and people approach it in varied ways. There is no one “right” way to think about or talk about disability, especially for those who are disabled or have loved ones with disabilities. There are many ways to use respectful language and avoid derogatory and ableist terms when referring to disability.

At KIT, we use both identity-first language (e.g., “autistic person”) and person-first language (e.g., “person with autism”) depending on the context. We also support the #SayTheWord campaign, launched by disability rights activist Lawrence Carter-Long, which encourages people to embrace the word “disabled.” As Lawrence explained in an NPR interview, avoiding the word “disability” can downplay the real impact it has on people’s lives: To suggest disability is simply a ‘difference’ and has no impact on a person’s life is a very privileged position to take. Most disabled people don’t have that luxury.

Language Shapes Reality

As we work toward more inclusive environments for children with disabilities, we recognize that barriers exist both in the physical world (such as accessibility to spaces) and in societal attitudes (such as assumptions about what children with disabilities are capable of). Language plays a significant role in either reinforcing or challenging these barriers. How we speak about disability influences both perceptions and actions, shaping the reality of inclusion.

The term “special needs” is one that is commonly used by well-meaning parents, educators, and childcare providers. However, within the disability community, it is often seen as patronizing, offensive, and stigmatizing. Research has shown that “special needs” is associated with more negative perceptions. It leads to more confusion than the straightforward term “disability.”

Why We Don’t Use “Special Needs”

There are three key reasons we avoid the phrase “special needs”:

1. It suggests that the needs of children with disabilities are outside the norm.

In truth, every child requires support in some form—whether it’s to communicate, cope with demands, or connect with other kids. These needs are human, not “special.”

2. It’s a euphemism.

Euphemisms often mask discomfort, and in this case, “special needs” avoids the direct acknowledgment of disability. At KIT, we believe that disability is a natural part of human differences and shouldn’t be softened with vague language.

3. It lacks legal weight.

Unlike the term “disability,” “special needs” does not guarantee children any legal rights to access or inclusion. Federal laws like the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act specifically protect the rights of children with disabilities to be included in childcare and youth programs.

Not special needs, just human needs

All children need support to communicate, navigate social interactions, and cope with challenges. While the level of support varies from child to child, these needs aren’t “special”—they are simply part of being human. A powerful video created for World Down Syndrome Day humorously illustrates this point: our needs, whether we’re disabled or not, aren’t special. They’re universal. 

Disability is not a bad word 

Euphemisms like “differently abled,” “challenged,” and “special needs” are commonly used to avoid saying “disability.“ But often, people don’t realize why they are using these terms. Euphemisms are generally intended to make us more comfortable, but at KIT, we don’t see the word “disability” as negative. It’s simply a fact of life. As children with disabilities grow older, they are more likely to identify as “disabled” rather than as having “special needs.” We aim to empower children to speak confidently about their disabilities and to advocate for themselves. 

The right to be included 

The ADA and Section 504 ensure that children with disabilities have the right to equal access to child care and recreational programs. As we educate child care professionals on these laws, we emphasize that these protections revolve around the term “disability.” It’s important to use accurate language that reflects these legal rights. 

We avoid saying “special needs” because all children have needs. Disability is not a bad word, and we must all work together to protect the right of disabled children to be fully included in the spaces and places that matter to them within their communities.