Moving Beyond “High Functioning” and “Low Functioning”
In the disability field, terms like “high functioning” and “low functioning” are being increasingly replaced with more respectful and accurate terminology. These terms can be reductive, failing to acknowledge the full range of abilities and challenges a person may face. Instead, here are better alternatives to use:
1. “Support Needs”
- Example: “Person with high support needs” or “person with low support needs.”
- Why: This terminology focuses on the amount of support a person requires to navigate daily life, rather than labeling them based on an arbitrary scale of functioning. It recognizes that everyone’s needs vary and are context dependent.
2. “Autistic Individual with Intellectual Disabilities” or “Autistic Individual Without Intellectual Disabilities”
- Why: This terminology specifies whether someone has an intellectual disability, avoiding a generalization of autism as a single experience. It recognizes the diversity within the autism spectrum and doesn’t reduce the person to a simplistic functioning label.
3. “Neurodivergent”
- Example: “Neurodivergent individual.”
- Why: “Neurodivergent” is a more inclusive term that embraces neurological differences as part of human diversity. It focuses on how an individual’s brain works differently, rather than labeling them by their challenges or abilities.
4. “Complex Needs”
- Example: “Person with complex needs.”
- Why: This term emphasizes the multifaceted and varied needs that an individual may have. It avoids oversimplifying a person’s experience and instead acknowledges that everyone’s challenges are unique and complex.
5. “Person-Centered Terminology”
- Example: “Individual with autism,” rather than “high functioning autism” or “low functioning autism.”
- Why: Person-centered language places the person before the diagnosis, emphasizing their individuality rather than defining them by their disability. This approach also allows for a more nuanced understanding of their needs and abilities.
6. “Strengths-Based Language”
- Example: “Individual with strengths in social communication,” or “individual with strengths in problem-solving.”
- Why: This language highlights an individual’s abilities and positive attributes, shifting the focus from deficits to the unique strengths they bring.
7. “Varied Abilities”
- Example: “Person with varied abilities.”
- Why: This term recognizes that people with disabilities possess a wide range of abilities, and it helps avoid the binary thinking of “high” or “low” functioning, which can be misleading.
8. “Individualized Terminology”
- Example: “An individual with sensory processing challenges,” or “an individual with communication delays.”
- Why: This approach recognizes that each individual’s experience is different and that labels such as “high” or “low” functioning don’t capture the nuances of their personal needs.
9. “Adaptive Needs”
- Example: “Person with adaptive needs.”
- Why: This term reflects the reality that individuals may need support or adaptations in various aspects of life, from communication to daily activities, depending on their unique needs.
10. “Functional Capabilities”
- Example: “An individual with varying functional capabilities in different environments.”
- Why: This acknowledges that a person’s abilities can vary greatly depending on the context and environment, emphasizing that abilities are not static and can change over time or with support.
Using these more accurate, person-centered terms helps to avoid the harmful oversimplification of individuals’ abilities and challenges, and ensures that the focus remains on respect, dignity, and support.
