Transcript [pdf]

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

Get the Language That Lifts Handout at inclusiveschooling.com/download41. 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.”

Practical Tips

•  Find the Lead in Your IEPs and Turn It to Gold
  • • Grab a highlighter and scan an IEP or report for words like resistant, dependent, struggling, unmotivated.
    • Use the handout to swap deficit language for strengths-based alternatives
• Focus on What’s Possible, Not What’s Lacking

• • • Instead of “Has trouble staying on task,” write: “Benefits from structured, manageable tasks and clear prompts.”​
    • Instead of “Has difficulty with transitions,” write: “Adapts best with clear routines and gradual changes.”​

• Shift from a Fix-It Mindset to a Strengths-Based Mindset
  • • Schools are often trained to prove how disabled a student is to justify services. Instead, document their potential and what supports will help them succeed.
• Reframe Behavior Descriptions to Reflect Growth & Needs
  • • Instead of “Aggressive,” say: “Communicates needs through assertive actions and benefits from emotional regulation strategies.”​
    • Instead of “Withdrawn,” say: “Prefers smaller or more familiar social settings and engages best in one-on-one interactions.”​

Related Resources

• Top Tips Just in Time for IEP Season [blog]
• From Behavior to Belonging: The Inclusive Art of Supporting Students Who Challenge Us [Google eBook]