SHOW NOTES

Key Takeaways

• The words we write about students shape their future. Reports and IEPs should highlight strengths, potential, and growth- not just deficits.
• Negative language follows students. Deficit-based descriptions become permanent labels that limit opportunities.
• We can reframe our language. Instead of writing about what students lack, we can describe what they need to thrive.
• The IEP should be a vision for success. Instead of reinforcing barriers, language should create a roadmap for progress and possibility.
• This shift isn’t just about language- it’s about justice. The way we describe students affects their self-perception, access to support, and educational outcomes.

Episode Download/Handout

Inside, you’ll find:

• 60 deficit-based terms (e.g., unmotivated, resistant, distracted) with strength-based alternatives​
• 4 simple guideline shifts to reframe IEP writing​
• Examples of how to describe students’ needs in a way that fosters support, not stigma​
• Practical sentence starters to make IEPs more positive, actionable, and inclusive​

Highlights from the Handout

• Julie’s Favorite: Instead of saying “disengaged,” describe what sparks their interest: “Thrives when flexibility, curiosity, and creativity are fostered.”​
• Kristie’s Favorite: Replace “non-compliant” with: “Demonstrates autonomy in decision-making.”