“English Is Best in the Speaker’s Hands”… But Are We Saying the Right Things in Inclusive Education?
Someone once said:
“English is best in the speaker’s hands.”
And honestly, I understand the sentiment behind that statement.
Language evolves. People communicate based on culture, exposure, environment, and familiarity. Sometimes, as long as the message is understood, many people feel the exact wording does not really matter.
However, recently, I found myself reflecting deeply on this within the context of inclusive education.
Because while language may be flexible, professional language still shapes professional understanding.
And in inclusive education, that matters more than we realise.
The Terms We Use So Freely
Over the years, I have heard phrases like:
“Special education needs training”
“Special needs education training”
“Special education needs teacher”
“Special needs teacher”
used almost interchangeably.
In many conversations, people understand what is being said, so the phrases continue circulating without much thought.
But the more I reflected on it as an inclusive education practitioner, the more I realised that some of these expressions may not be communicating exactly what we intend them to communicate.
And this conversation is not about trying to sound overly grammatical or intellectual.
It is about clarity.
A Programme Is Not the Same as a Need
Personally, I see Special Needs Education as a programme or professional field.
On the other hand, Special Educational Needs refers to areas where a learner requires support.
That distinction is important.
UNESCO describes special needs education as educational support and approaches designed for learners who require additional assistance in accessing learning effectively. UNESCO Inclusive Education
Meanwhile, the term Special Educational Needs (SEN) is widely used, especially within British educational systems, to describe the learning needs of learners who require additional support.
So while the terms are connected, they are not exactly interchangeable.
This is why I sometimes pause when I hear:
“Special Educational Needs Training.”
And I wonder:
Is the training itself the “need”?
Or is the training preparing educators to support learners with identified needs?
That is why I personally believe expressions like:
Special Needs Education Training
orSpecial Education Training
may communicate the intention more clearly.
Because the training is the programme.
The need belongs to the learner requiring support.
Then Comes the Phrase: “Special Needs Teacher”
This is another expression that deserves thoughtful reflection.
Many people casually say:
“She’s a special needs teacher.”
And while the intention is usually harmless, the structure of the phrase can unintentionally sound as though the teacher is the one being described as having special needs.
It reminds me of how phrases like:
“special needs child”
have increasingly become sensitive within disability and inclusion conversations globally.
Over time, educators and advocates have encouraged more respectful and person centred language because language influences dignity and perception.
The Council for Exceptional Children explains that people first language helps place emphasis on the individual rather than defining them entirely by a condition or label.
And honestly, that makes sense.
This is why phrases like:
“child with disabilities”
“learner with special educational needs”
or “student requiring support”
are often preferred in many professional spaces today.
Using that same line of thinking, I personally believe:
Special Education Teacher
orSpecial Needs Education Teacher
communicates more clearly than “Special Needs Teacher”.
Because the teacher is not “special needs”.
The teacher is trained in a professional field that supports learners with identified needs.
And yes, language structure matters.
This Conversation Is Bigger Than Grammar
This is not about policing people’s English.
It is about understanding that language quietly shapes:
perception,
professional identity,
advocacy,
and educational culture.
Many educators use these phrases because that is what they grew up hearing.
Others learned them informally in schools, workplaces, or training spaces.
So this is not a call to shame people.
Far from it.
It is a call for more intentional communication as inclusive education continues to evolve professionally.
Because clarity helps understanding.
And understanding strengthens advocacy.
Language Evolves… and So Should We
Educational language has changed significantly over the years.
Terms that were once normal are now considered outdated because society has grown in its understanding of dignity, disability, and inclusion.
Even globally, educational systems use different terminology:
the United Kingdom commonly uses SEN or SEND,
the United States more commonly uses Special Education,
while global conversations increasingly emphasise Inclusive Education. UNESCO on Inclusive Education
This simply means one thing:
As professionals, we must continue learning, reflecting, and refining how we communicate.
Because words teach too.
Even before instruction begins.
☘️
So yes…
perhaps English is best in the speaker’s hands.
But in professional spaces, especially within inclusive education, language should also be guided by clarity, dignity, and intentionality.
Because the words we normalise today quietly shape how people understand inclusion tomorrow.
And maybe that is the real conversation we need to start having.
☘️
As teachers, school leaders, therapists, counsellors, and inclusion advocates, let us become more intentional about the language we model in our classrooms, trainings, and professional conversations.
Small shifts in language can create powerful shifts in understanding.
At Relis Educators Hub Limited, we remain committed to advancing inclusive education through professional training, educator empowerment, mindset transformation, and meaningful conversations that move the field forward.
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