How to Talk and Write About Autism: A Brief Guide

The language we use to describe autism shapes how autistic people are perceived and treated. It influences public understanding, educational support, and even how individuals see themselves. At Walron, where we work closely with neurodivergent students, we know how powerful respectful language can be.

The National Autistic Society’s guide How to Talk and Write About Autism offers clear advice on speaking and writing in a way that is inclusive, accurate, and supportive. 

Autism is a natural, human variation.

Here are the essentials:

Use Identity-First Language

Many autistic people prefer identity-first language, such as “autistic person,” because autism is part of their identity, not something separate or negative. Always ask for individual preferences, but in general:

Prefer: “She is an autistic person”

Avoid: “She suffers from autism”

Avoid Medicalised or Deficit-Based Terms

Autism is not a disease. Phrases like “afflicted by autism” or “burdened with autism” are harmful and outdated. Instead, describe autism as a neuro-developmental difference, not a disorder to be cured.

Don’t Use “Functioning” Labels

Terms like “high-functioning” and “low-functioning” are misleading. They ignore the complexity of individual needs and experiences. It’s more respectful to describe specific support needs without reducing someone to a label.

Prefer: “He communicates non-verbally and uses assistive technology”

Avoid: “He is low-functioning”

Embrace Neurodiversity

Autism is part of natural human variation. Using terms like “neurodivergent” reflects this and helps challenge the idea that autistic people are abnormal or broken. Focus on Strengths as Well as Challenges.

Autistic people have diverse abilities and interests. Recognising strengths, such as deep focus, creativity, or memory promotes a more balanced view.

Prefer: “She is autistic and has a talent for coding”

Avoid: “Despite being autistic, she is very intelligent”

At Walron, we are committed to representing our students with dignity and accuracy, therefore we acknowledge that small changes in language can have a big impact on inclusion, understanding, and confidence.