Preferences for Identity-First Versus Person-First Language in a Sample of University Students with Special Educational Needs (SEN) in Singapore.
Ask each client their language preference—about one-third of university students with SEN prefer identity-first terms.
01Research in Context
What this study did
Yong-Hwee et al. (2025) asked Singapore university students with special needs how they want to be called.
Some students have autism, ADHD, or other diagnoses. The team used an online survey.
They compared person-first words ("student with autism") to identity-first words ("autistic student").
What they found
Most students liked person-first language, but about one-third preferred identity-first terms.
Students with different diagnoses chose different labels. The group was not evenly split.
No single label pleased everyone.
How this fits with other research
Lovell et al. (2014) showed that top Google sites in six countries use mixed labels. The new survey agrees: labels differ by person and place.
Cudré-Mauroux et al. (2020) found that adults with ID feel more in control when staff ask their views. Yong-Hwee et al. repeat the message: ask first, then use the chosen words.
Libero et al. (2016) noted that participation research rarely asks people what participation means. The language study fills the same gap: it asks, instead of guessing.
Why it matters
If you skip the question and pick the "polite" term, you may annoy the very client you want to help. A thirty-second ask saves hurt feelings and builds rapport. Add a checkbox on intake forms: "How do you want to be described?" Then use that wording in reports, goals, and conversations.
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02At a glance
03Original abstract
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.
Journal of autism and developmental disorders, 2025 · doi:10.1007/s10803-025-06902-z