Breaking the Silence
How Language Reinforces or Dismantles Stigma in Autism
DOI:
https://doi.org/10.15173/cjae.v6i1.6957Keywords:
stigma in autism, autism, autistic identity, neurotypical bias, disability studiesAbstract
This paper explores the impact of language in shaping the attitudes society holds, reinforcing stigma, and influencing perceptions of Autistic people. The author argues that language is not just about the words used but a reflection of society’s biases, often perpetuating harmful narratives about autism. They emphasize the distinction between identity-first language (“Autistic people”) and person-first language (“individual with autism”), highlighting how the former affirms autism as an integral part of identity while the latter implies separateness or pathology. The use of identity-first language is framed as a reclamation of the Autistic narrative, challenging deficit-based perspectives historically shaped by non-Autistic voices. The paper writes about how stigma is rooted in deficit-based language. It perpetuates exclusion and lowers societal expectations, impacting access to education, employment, and meaningful inclusion. It critiques societal stereotypes of Autistic people as socially awkward, or lacking skills, and reframes these as differences in communication styles that are often undervalued due to neurotypical norms. The author calls for a shift in language to dismantle stigma, celebrate neurodiversity, and recognize the value of Autistic perspectives through advocating for respect, understanding, and societal change. Ultimately, they insist language is a powerful tool for acceptance and inclusion, urging society to embrace words that reflect the reality and worth of Autistic lives.
Downloads
References
Bagatell, N. (2010). From cure to community: Transforming notions of autism. Ethos, 38(1), 33–55. https://doi.org/10.1111/j.1548-1352.2010.01077.x
Botha, M., Dibb, B., & Frost, D. M. (2020). Autism is me: An investigation of how autistic individuals make sense of autism and stigma. Disability & Society, 35(9), 1435–1458. https://doi.org/10.1080/09687599.2020.1822782
Clarke, J., & van Amerom, G. (2008). Asperger's syndrome: Differences between parent’s understanding and those diagnosed. Social Science & Medicine, 66(1), 92–102. https://doi.org/10.1300/J010v46n03_05
Gernsbacher, M. A., Raimond, A. R., Balinghasay, M. T., & Boston, J. S. (2016). "Special needs" is an ineffective euphemism. Cognitive Research: Principles and Implications, 1(1), 29. https://doi.org/10.1186/s41235-016-0025-4
Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59–71. https://doi.org/10.1037/a0028353
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200
Milton, D. E. M. (2012). On the ontological status of autism: The “double empathy problem.” Disability & Society, 27(6), 883–887. https://doi.org/10.1080/09687599.2012.710008
Robertson, S. M. (2009). Neurodiversity, quality of life, and autistic adults: Shifting research and professional focuses onto real-life challenges. Disability Studies Quarterly, 30(1). https://doi.org/10.18061/dsq.v30i1.1069
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rebekah Kintzinger
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
CJAE accepts articles that have not been published in any other journals/proceedings, unless copyright permission is assured, and have not been submitted for consideration to any other journals/proceedings at the time of submitting to the Canadian Journal of Autism Equity for consideration. While a paper is under consideration by CJAE, you agree not to submit the work to other journals/proceedings until review by CJAE is completed and a decision has been rendered.
