A major concept in special education is "people first language." It connotes that the person's name should precede the disability. For example, it is unacceptable to say "an autistic child." It is more acceptable to say "a child with autism." However, some authors in the field question the need for using a label at all; just call the child by name, for example, "Robert." The personal perspective of people first language emphasizes the individual's value, individuality, dignity and capabilities. This is quite a contrast to the historical perspective when individuals with disabilities were viewed as people to be pitied, feared, or ignored. Today, individuals with disabilities look for accurate portrayals that present a respectful, positive view of them as active participants of society. They are concerned about such matters as appropriate education, health care, and employment. Coinciding with the language emphasis, major advances are being made in identifying and implementing intervention strategies for accommodating individuals with disabilities in the schools. They range from strategically rearranging seats in the classroom to providing opportunities for cooperative learning, from orchestrating peer support to gaining parental participation, from teaching self-help skills to addressing transition competencies, and from mastering the social studies to understanding mathematical concepts. Facilitating the people first language and providing appropriate interventions in the instructional process make for a powerful combination in meeting the educational needs of individuals with disabilities. This paper provides a review of evidence-based literature and offers numerous strategies and tips for enabling persons with disabilities to be effective learners. The ultimate expectation is that educating individuals with disabilities will become an exciting, beneficial experience for the student, the teacher, and others involved in the process. (Contains 3 tables.)