Preferences for Identity-First Versus Person-First Language in a Sample of University Students with Special Educational Needs (SEN) in Singapore.

PURPOSE: This study aimed to explore the preferred terminology (identity-first or person-first) among university students with Special Educational Needs (SEN) in Singapore, specifically those with autism, ADHD, and dyslexia. We also examined demographic factors (type of SEN, gender, and years since diagnosis) associated with language preference.

METHODS

The study included 115 participants (57 female, 54 male, and 4 identified as others) who were university students with SEN, and with the mean age of 23.25 years (SD = 2.62). The 115 participants comprised of 47 individuals with ADHD, 40 individuals with dyslexia, and 28 individuals with autism. As part of a larger study, participants were asked to complete a series of questionnaires online using the Qualtrics survey link. In addition, participants were asked this question: "I best identify myself as: (a) Person-first: e.g., I'm a person with ASD/ADHD/SLD, (b) Identity-first: e.g., I'm autistic/hyperactive/inattentive/dyslexic or (c) Other (please specify).

RESULTS

Majority (about 69%) of students with SEN overall preferred using Person-first language (e.g., "person with ASD/ADHD/SLD") and also across all three groups of SEN. Only type of SEN factor influenced the preference for identity language where students diagnosed with ADHD (89.4%) and ASD (50%) were more likely to use Person-first language. The participants' gender and the number of years diagnosis were not associated with their identity language preference.

CONCLUSION

While a majority of students with SEN preferred Person-first language, it is important to recognise that a substantial number also preferred Identity-first language, and their preferences should be respected to avoid feelings of exclusion.