WWithin the population of persons with a hearing loss are people who face significant barriers to achieving their goals in employment, independence, and socialization. These persons, considered Low Functioning Deaf (LFD), have a hearing loss with complicating factors such as minority status, lack of appropriate education, secondary disability, and lack of adequate communication. Often individuals in this group lack documented medical conditions or are misdiagnosed. They often are identified by behavioral referents, with poor skills in the areas of impulse control, problem solving, language processing, and family relationships. LFD individuals also have reading levels somewhere between survival skills and the second grade. (Harmon, Carr & Johnson)

Although a precise definition for this target group is not available, these persons generally tend to have functional limitations in the area of academic achievement, making it difficult for them to pursue training at the postsecondary level, the communication and social skills needed for independence on the job, as well as vocational skills necessary to independently obtain and maintain employment. (Hurwitz (1989), Long, Long, & Ouelette (1993), and Mathey & Lafayette (1990)).

The Community Outreach Program for the Deaf (COPD) has provided services to this population for more than 35 years. During this time, many assessments and program options have been tried. We have found that the LFD population generally requires highly specialized and comprehensive services and programming.

Since many of these individuals lack ASL skills, the most effective method to accommodate this language development barrier is to focus on highly visual, experiential and non-language based techniques, such as:

• Assessment tools designed to determine an individual's likes, dislikes, and lifestyle preferences as they relate to social, recreational, and employment outcomes. Tools include person-centered planning such as Personal Futures Planning developed by Beth Mount, and environmental or community assessments (work, community, social and home) developed by Mike Callahan.
• A comprehensive model of service that relies on the choice of an individual to select among meaningful options, supports, and environments. This includes services for work, home and recreation, environmental supports (personal support, technological devices, and adaptations), mentoring from the adult deaf community, and peer support groups.
• Cognitive skill building taught experientially or in real situations. Skill development areas include self-control, problem identification, resolution, and reduction of impulsive behaviors. Teaching identification of self-talk patterns and new thinking patterns can then lead toward healthy choices.

Ultimately, long-term planning is necessary with a community agency. Community agencies provide the link for persons considered low functioning as they build an on-going relationship and meet ongoing needs as the person ages. Additionally, through collaboration with many different funders, eligibility requirements and outcomes are not always necessary.

Ongoing support, options for training, and full community inclusion are as important to this group as for other members in the deaf community. Providing these essential components assures that deaf persons considered Low Functioning are given the same choices and opportunities as all others.