Terminology
At Camden, we are committed to using disability-positive and neuro-affirmative language that recognised and respects neurodiversity as a natural and valuable part of human variation.
In line with a growing consense within the neurodivergent community, Camden uses identity-first language — for example, we say 'autistic Children and young people' rather than 'children and young people with autism'. This approach affirms neurodivergence as an integral part of a person's identity.
We also recognise that language preferences are personal. Some individuals may prefer person -first language or other terms to describe them selves and their needs. Whenever possible, ask individuals how they would like to be described, and respect their choices.
The following terms have been used throughout this document:
- ‘Children and young people’ or ‘Child or Young Person’ to describe all learners from 0-25 years old, including those with SEND, additional needs, from groups with protected characteristics and those from disadvantaged families
- ‘SEND’ is used for Special Educational Needs and Disabilities. SEN is also used a variation of SEND in guidance.
- ‘Parents and carers’ to describe all those who have a caring responsibility for a child or young person including foster carers and those with informal care arrangements.
- ‘Staff’ for all adults who support the child or young person at the school or setting e.g., teachers, teaching assistants, learning mentors and other support staff.
- ‘School/setting’ is used for mainstream, special, free schools and academies and Post-16 education settings
- ‘SENDCO’ is used for Special Educational Needs Co-ordinator, Inclusion Coordinators/Managers or equivalent and reflect the language used in the SEND Code of Practice, 2015
- ‘Outcomes’ this refers to a holistic view of the CYP’s development which includes social and educational elements and independence skills
- ‘Protected characteristics’ The 2010 Equality Act protects pupils from discrimination and harassment based on ‘protected characteristics’. The duty provides a framework to help schools tackle persistent and long-standing issues of disadvantage, such as underachievement of boys from certain ethnic groups, gender stereotyping in subject choice and bullying of disabled young people. The protected characteristics for schools provisions are:
- Disability
- Gender reassignment
- Pregnancy and maternity
- Race
- Religion or belief
- Sex
- Sexual orientation
