Why I say Learning “Difference” instead of Learning “Disability”
Words matter. The language we use to talk about how kids learn can shape how they see themselves, how others see them, and even how they approach challenges. That’s why, at The Workshop Collaborative, I intentionally use the term learning difference instead of learning disability — and I want to share a little bit about why.
It’s Not About Sugarcoating
Let’s be clear: I’m not afraid of the word disability. It has legal meaning, power, and protection attached to it, especially when it comes to formal diagnoses and educational services. I fully respect and honor the advocacy work that’s been done by and for people with disabilities.
But in my everyday work with families and students, I’ve found that the term difference can feel more empowering. It shifts the focus from what’s “wrong” to what’s different. It helps kids and caregivers see that there’s nothing broken or lacking, just a different way of processing, thinking, or learning that deserves to be understood and supported.
A Strengths-Based Approach
When we say “difference,” we open the door to talking about learning in a more nuanced, strengths-based way. A child who struggles with reading may also be incredibly creative, verbally expressive, or able to think in big-picture, out-of-the-box ways. A student who has trouble with attention may also have a quick mind and endless curiosity.
Saying “learning difference” encourages us to look at the whole child. It reminds us that differences in learning aren’t deficits, they’re part of the rich diversity of how human brains work.
How Kids Internalize Labels
Children are always listening, even when we don’t think they are. When they hear themselves described as having a “disability,” it can carry weight, sometimes heavy weight. While that label can serve an important purpose in getting services or support, it can also unintentionally send a message that they’re less than their peers.
I’ve seen time and time again how powerful it is when a student hears, “Your brain works differently, and that’s okay.” Using affirming, accessible language helps students build self-awareness and self-advocacy without shame.
Words That Open, Not Close
My goal is never to erase or ignore the challenges that come with learning differently. Many families come to me overwhelmed, unsure how to navigate a recent diagnosis, school meetings, or their child’s changing confidence. But when we start from a place of understanding and respect, we can move forward with clarity and purpose.
Calling it a difference reminds us that support is not about fixing a child, it’s about giving them what they need to thrive.
Final Thoughts
Whether you use “learning disability,” “difference,” or something else, what matters most is the intention behind your words. My choice to use learning difference reflects the heart of my work: seeing each child as capable, worthy, and full of potential. Because when we change the language, we begin to change the story, and that can make all the difference.
