Definition of Low Functioning Deaf
A student who is low functioning deaf is one who meets eligibility as AI or DB and is at risk for difficulties with communication skills, social/emotional skills or mental and/or physical limitations, independent living skills and/or vocational skills, and academic skills as explained below.
Communication:
Inadequate communication skills as a result of a secondary disability and/or deprivation due to inadequate education, limited family support, or lack of intervention, such as:
• Does not benefit from traditional interpreters and needs facilitation to break down concepts and vocabulary
• May use alternative communication systems in addition to sign language, such as pictures, symbolic representations, tactile symbols, assistive technology
• May lack the understanding Non verbal communication cues
Social Emotional:
Health, mental and/or physical limitations as well as deficiencies in behavioral, emotional, and social adjustment, such as:
• Very literal, fails to appreciate/understand figurative language such as sarcasm, teasing, humor which leads to breakdown in understanding
• May lack knowledge of social cues and appropriate behaviors
• May have poor mental health, self advocacy, and self esteem
• At risk for abuse, isolation, substance abuse, anxiety, and depression
• May not be integrated with deaf community, especially if AI/MI
Community:
Independent living skills and vocational deficiencies due to inadequate educational training and experiences during the developmental years and extending to changes in personal and work situations during adulthood, such as:
• Need training in independent living skills as students are non-incidental learners
• May not be integrated into deaf community, especially if AI/MI
• Need facilitation to understand concepts of work ethic, employer expectations, and self advocacy
• Need ongoing training in vocational skills, including generalization, flexibility, transferable skills
• Often benefits from medical health management training
Academic:
Limited language skills contribute to their educational and transitional deficiencies beyond that of their deaf peers, such as:
• Need extensive facilitation to understand concepts
• Reading and math levels significantly below grade levels
• May benefit most from functional academics and life skills training
• Very literal and concrete, difficulty moving into higher level thinking skills
• Problems in academic achievement due to deprivation caused by a systemic lack of support in his/her preferred language of instruction and communication mode
Low Incidence Disabilities in Special Education 1/5/2011