During Autism Acceptance Month, I keep coming back to something simple: The words we use are changing. Not just one word—but how we talk about autism more broadly. We’re seeing shifts like: → reframing terms like “mild” and “severe” → more conversations around identity-first and person-first language → questioning older, more medicalized ways of describing difference It’s a reminder that language isn’t fixed. It evolves as our understanding evolves. For many, having language can shape how we understand ourselves and others. At the same time, across the spectrum, experiences—and support needs—can look very different. That diversity is part of what makes this conversation complex… and important. Something I’m still working through myself is how to hold both: → not wanting autism framed as something to fix → recognizing that support needs are real and matter Acceptance isn’t just about awareness. It’s also about noticing the words we use—and being open to how they’re changing. Because language shapes how we see people… and how people come to see themselves. In this space, we’re not aiming for one “right” way to say things. We’re building shared language by: → staying open → listening to lived experience → and letting understanding grow over time If you’re open to sharing— have you noticed language around autism changing over time?

In the Thriving Together community, we'll use the term neuro-affirming to talk about supporting learners in ways that respect how their brains work. This isn't meant to be a fixed definition. It's shared language we can come back to as we learn together. I'd love to hear how you use this term– Or how you've experienced it in your own learning or work.

At Visually Speaking, I use the term learning coach to refer to anyone who supports learners. That might look like: - Educators, EAs, or ECEs - Clinicians, therapists, or support professionals - Parents, caregivers, or family members - Tutors, facilitators, or mentors Often, it looks like more than one role at the same time. This term isn’t meant to replace anyone’s professional identity. It’s simply a shared way of naming support across contexts — home, school, work, and community — as we talk about learning and thriving together. If this term lands differently for you, or if you use other language in your own context, you’re welcome to add your perspective here. 📍 Access Notes: Photo shows Melissa indoors with natural light, wearing a purple top and glasses, smiling while offering a red apple toward the camera. A plant and a Visually Speaking print appear in the background.

This space is for unpacking, exploring, and making meaning together around language we use when talking about learning, learners, and thriving. The words we use matter — and they don’t always mean the same thing to everyone. Our backgrounds, roles, experiences, and contexts shape how we understand and use different terms. Rather than assuming shared definitions, this space is here to slow things down and create room for dialogue. You’ll see terms introduced here as starting points, not fixed definitions. We can layer in ideas, examples, questions, and nuance over time — and learn from one another in the process. This is meant to be a judgment-free space to: - Lead with curiosity - Reflect on language we use - Ask questions about meaning - Share lived experience or perspective - Build a richer, more shared understanding of concepts connected to thriving I’ll start new comment threads below for specific terms so we can return to them, add to them, and build on each other’s thinking over time. 🌱 The goal isn’t to get the language “right.” It’s to understand each other better — so we can thrive together.