autism | Campus Safe Words

TERM: autism
RISK LEVEL: Moderate

Why It’s Risky

While “autism” is a medically recognized diagnosis, its use in public higher education can become politically sensitive depending on context. In some conservative-led states, legislation targeting DEI and identity-based language has heightened scrutiny of how disability-related terms are framed—particularly when associated with advocacy, identity-first language, or social justice frameworks. Using “autism” in ways that imply moral obligation for institutional restructuring or in combination with contested terms like “neurodivergent” may be viewed as promoting ideological viewpoints rather than medical or educational support.

Common Critiques

Critics argue that discussions of autism in higher education are increasingly shaped by activist narratives that downplay medical models in favor of identity politics. Some lawmakers express concern over shifting from clinical terminology to social justice language (e.g., “autistic self-advocate,” “autistic pride”) and view such shifts as ideological rather than evidence-based. Framing autism as a difference to be celebrated rather than a condition requiring support may be seen as inconsistent with public accountability or fiscal restraint in service provision.

When It’s Still Appropriate

“Autism” remains appropriate when used in clinical, educational, or psychological contexts grounded in diagnostic criteria (e.g., DSM-5). It is also suitable when discussing disability services, accommodations, or evidence-based support strategies. When used in research or instruction, the term should be clearly linked to academic or professional frameworks and, when possible, paired with neutral or person-first language (e.g., “students with autism”) unless citing sources that use identity-first terms.

Suggested Substitutes

1. Students with autism (for person-first academic or policy writing)

2. Individuals diagnosed with autism spectrum disorder (in clinical or research settings)

3. Learners with documented developmental conditions (for programmatic references)

4. Students receiving disability accommodations (in administrative contexts)

5. Individuals with cognitive or social learning differences (when broader framing is needed)

Notes:
Avoid using “autism” in advocacy-oriented language or promotional materials without clinical or educational framing. Where appropriate, default to person-first language to reduce perceived alignment with activist positions. Consult disability services professionals or legal counsel when referencing autism in public-facing or compliance-sensitive documents.