Recent changes in terminology in the fields of special education and inclusive education have seen a paradigm shift in the use of the term “special needs”. These changes warrant consideration of a review of the use of the term “special needs” in courses and programs across the School of Education and Professional Studies. It is becoming increasingly evident that the term “special needs”, with reference to special education, disability, and inclusive education is no longer preferred language. Replacing “Special Needs” Terminology: A White Paper provides an overview of the paradigm shift in terminology and advocates a move away from the use of the term “special needs” in the School of Education and Professional Studies. As a leader in initial teacher education in Australia, the School of Education and Professional Studies is in a good position to be at the forefront in addressing significant paradigm shifts, such as changes in terminology in the domains of special and inclusive education, disability studies and disability advocacy. Moving away from using “special needs” terminology is an important and timely step, which signifies an understanding of the shifting ground of disability rights and advocacy. A move away from archaic language use indicates a recognition of the lived-experiences of people with disability and current preferences for language use.