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 When discussing autism and communication ( Or any need or diagnosis), the language we use is more than just semantics—it shapes perceptions, influences attitudes, and can either empower or unintentionally marginalize individuals. One such critical distinction is the use of the term “non-speaking” instead of “non-verbal” when referring to students with autism. This change in language acknowledges the diverse ways people on the spectrum communicate and promotes a more respectful, accurate understanding of their abilities.

Traditionally, the term “non-verbal” has been used to describe individuals who do not use spoken language to communicate. However, this term implies that a person is incapable of any form of verbal expression, which is not true for many students with autism. In contrast, “non-speaking” more accurately reflects the reality that these students may not use spoken language but are still capable of communication in other ways. Non-speaking individuals might use alternative forms of communication, such as:

• Augmentative and Alternative Communication (AAC) devices

• Sign language

• Written language or typing

• Facial expressions, gestures, or body language. This shift recognizes that non-speaking individuals still possess the ability to communicate, just not through traditional verbal means.

The terminology we use when referring to people with autism can have a profound impact on their self-identity and how they are perceived by others. Here are some of my key reasons why I feel choosing “non-speaking” over “non-verbal” is important:

1. Empowerment Through Language “Non-verbal” implies a lack or absence of communication. By contrast, “non-speaking” centers the individual’s ability to communicate in different ways. This subtle change empowers students with autism by recognizing their full potential as communicators, rather than framing them by what they are perceived to lack.

2. Accurate Representation of Abilities Many non-speaking individuals have rich inner worlds, thoughts, and ideas they want to share with the world. The term “non-verbal” can lead people to mistakenly believe that these individuals do not understand language or are incapable of forming complex thoughts. “Non-speaking” acknowledges that the student may have excellent language comprehension and expression, albeit through methods other than speech.

3. Supporting Inclusive Practices in Education For educators and caregivers, using the term “non-speaking” encourages a more inclusive approach to teaching. It shifts the focus from attempting to make students conform to traditional communication norms (i.e., spoken language) to fostering their individual methods of expression. This shift can lead to better support, more appropriate learning tools, and a broader understanding of neurodiversity within educational settings.

4. Reducing Stigma Language has the power to shape societal perceptions. Using “non-verbal” can inadvertently reinforce stereotypes about autism, suggesting that non-speaking individuals are “less than” or incapable. Replacing it with “non-speaking” helps reduce the stigma around communication differences, affirming the person’s capacity for interaction and connection in ways that suit their unique needs.

Encouraging the Use of “Non-Speaking” Advocating for the use of “non-speaking” over “non-verbal” is about more than simply swapping words—it’s about fostering a more respectful, accurate understanding of autism. This change in terminology helps to challenge outdated assumptions about communication and opens up possibilities for greater acceptance and inclusion in educational spaces. As teachers, parents, and community members, it is crucial that we lead the way in embracing language that reflects the dignity and abilities of students with autism.

In the classroom and beyond, recognizing the importance of using “non-speaking” rather than “non-verbal” is a step toward creating more inclusive environments for all students. By making this simple yet impactful adjustment, we honor the diverse communication methods of students with autism and ensure that they are seen for their strengths, not their perceived limitations. Embracing this shift in language helps us better understand, support, and celebrate the incredible ways these students engage with the world. As a teacher with over 20 years of experience, I’ve seen firsthand how the right language can change the trajectory of a student’s educational experience. Empowering students with autism begins with understanding the nuances of how we talk about them, and how we see the world of communication through their eyes, hearts and minds.

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