Beyond "High" and "Low": Seeing Kids Through the Lens of Support Needs

For years, we've often heard kids, particularly those who are neurodivergent or have disabilities, described using terms like "high-functioning" or "low-functioning." While seemingly convenient labels, these categories can paint an incomplete and sometimes damaging picture of a kid's unique strengths and challenges. Thankfully, a more nuanced and, frankly, more respectful way of understanding our kids is gaining traction: focusing on individual support needs.

Think about it. A child labeled "high-functioning" might excel in academics but struggle immensely with social interactions or managing their emotions. On the flip side, a child labeled "low-functioning" in one area might possess incredible talents in another, perhaps in visual arts or a deep understanding of patterns. These broad labels simply don't capture this complexity.

Why the Shift? It's About Honoring Individuality.

The move away from "high" and "low functioning" is more than just semantics; it's a fundamental shift in how we perceive and support kids. Here's why this change is so important and more honoring:

• It Acknowledges Nuance: Every kid is unique in their strengths and areas where they need more support. Focusing on support needs allows us to pinpoint exactly where a child requires assistance, rather than making sweeping generalizations. A child might have high support needs for social and emotional regulation but low support needs in specific academic areas like math or reading.

• It Avoids Limiting Expectations and Fosters “Presuming Competence”: Labels like "low-functioning" can inadvertently lower expectations, hindering a child's potential for growth and learning. By focusing on specific support needs, we can tailor interventions and strategies to help them thrive in those particular areas without putting a ceiling on their overall capabilities. 

• It Promotes Targeted Support: Instead of a one-size-fits-all approach based on a broad label, understanding a child's specific support needs allows educators and parents to provide targeted and effective interventions. We can focus resources where they are truly needed, whether it's social skills training, sensory accommodations, or executive functioning strategies. It’s also a great way to build and encourage independence!

• It Fosters a Strengths-Based Approach: By moving away from deficit-based labels, we can better recognize and celebrate a child's strengths. A child who needs significant support in communication might have an incredible visual memory. Focusing on these strengths can build confidence and provide a foundation for addressing areas of need.

• It Empowers the Child and Family: Understanding specific support needs allows children and their families to advocate more effectively for what they truly require. It fosters a more collaborative partnership between home and school.

  
  

So… What Might This Look Like?

Instead of saying, "Alex is a high-functioning autistic student," we might say, "Alex has low support needs in math but high support needs in understanding social cues and managing transitions." This shift in language leads to more specific and helpful strategies:

• Providing Alex with visual schedules and social stories to aid with transitions and social understanding.

• Leveraging Alex's strong mathematical abilities to build confidence and potentially integrate social learning through collaborative math projects.

Similarly, instead of saying, "Maria is a low-functioning student with Down syndrome," we might say, "Maria has moderate support needs in expressive language but low support needs in understanding routines and enjoys hands-on learning." This might lead to:

• Implementing augmentative and alternative communication (AAC) strategies to support Maria's expressive language.

• Incorporating visual aids and tactile activities to enhance her learning experience.

  
  

It’s Just More Respectful!

Moving away from the simplistic and often inaccurate labels of "high" and "low functioning" towards a framework of individual support needs is a significant step forward. It allows us to see neurodivergent kids and those with disabilities with all of their unique strengths and helps us provide much more precise and intentional support!

As a coach and trainer, I LOVE this shift in thinking! It helps all of us focus on understanding, supporting, and celebrating the creative diversity of how our kids think and learn. 

And that’s a WIN in my book!