"Low Functioning" Isn’t Just Outdated. It’s Lazy—and It’s Hurting Kids.
This article is written for educators, therapists, and school-based professionals.
If that’s you—read on.
We’re going to challenge something you might not even realize you’re still saying.
Not because you’re a bad person—but because this label isn’t just wrong. It changes how people treat students.
It lowers expectations.
It costs opportunities.
Here’s What Really Happens
- "Low functioning" tells you nothing about how a student learns or communicates.
- It creates a ceiling. Teachers stop offering challenging work. Classmates stop trying to connect.
- And yes—the student feels it. Internalizes it. Believes it.
You wouldn’t label a kid “bad at life.” So why say “low functioning”?
💬 What You Say Shapes What They See
Swap harmful shortcuts for real, respectful descriptions:
| Instead of this… | Try this… |
|---|---|
| “He’s nonverbal.” | “He’s nonspeaking and communicates using gestures, facial expressions, and AAC.” |
| “Low functioning.” | “Thrives with visual supports and flexible routines.” |
| "Non-Compliant" | "Expresses distress or unmet needs through behavior when communication breaks down." |
| “Flight risk.” | “Leaves the area when overstimulated or feeling unsafe.” |
You Don’t Need a Linguistics Degree
You need a guide. One that shows you how to shift your language and mindset—sentence by sentence. That’s what the Neurodiversity Training Handbook does. And that’s why it’s already trusted by over 12,000 educators.
⚡ Try This
Open your last report or IEP. Find one label like "low functioning." Rewrite it. Focus on strengths. Focus on supports. Watch how differently the story sounds.
Still stuck? Email us with what you’d like to say—and we’ll help you rewrite it.
krystie@adapted4specialed.com