Culturally Responsive Terminology in Special Education

A phrase that educators and service providers may be using every single day is quietly falling out of favor . If you work in special education, deaf education, or speech-language pathology, you have likely used or heard the term "Deaf Plus."  However, this term is beginning to face significant criticism from parts of the deaf and disability communities . 

As educators, our terminology must evolve alongside the communities we serve.  Here is a breakdown of why the term is changing, what you should use instead, and how to ensure your language reflects the utmost respect for your students. 

What Does "Deaf Plus" Mean?

Historically, "Deaf Plus" was used in educational and clinical settings as shorthand for a deaf individual who also has other disabilities .  While it was originally intended as a convenient identifier for service providers, today, many advocates and professionals are questioning this terminology and moving away from it . 

Why is "Deaf Plus" Falling Out of Favor?

There are three primary concerns raised by the deaf and disability communities regarding this outdated phrase:

1. It Sounds Dismissive

To many individuals, the phrase "deaf plus something else" unintentionally makes the additional disability sound like an add-on or an afterthought.  Instead of describing the whole person, it functions like a "big bucket" that you put somebody in, which can feel highly dismissive. 

2. It Feels Too Clinical

 Critics argue that using "Deaf Plus" unintentionally shifts the focus toward diagnosis lists.  By focusing strictly on clinical labels, the term fails to respect the individual's lived experience and who they truly are . 

3. It is Vague and Lacks Individuality

The phrase lacks individuality.  A person who is deaf/blind, a person who is deaf/autistic, or a person who is deaf with cerebral palsy each have completely different educational, communication, and accessibility needs.  Simply saying "deaf plus" is obscure and provides no practical information on what a person actually needs to succeed . 

What Terminology Should Educators Use Instead?

 Today, many individuals, professionals, and advocacy spaces are shifting toward more respectful language . When discussing students or clients, consider these culturally responsive alternatives: 

•  Deaf with additional disabilities   

•  Deaf with multiple disabilities   

•  Deaf disabled  

The Best Practice: Be specific.  In many situations, it is best to simply specify: deaf/blind, deaf/autistic, or deaf with cerebral palsy.  Being specific often improves understanding and allows you to provide better, more targeted support . 

How to Stay Current on Evolving Language

When terminology keeps changing, how do we stay current?  The answer is to look to the community and their allies . 

•  Listen to advocates: Pay attention to deaf disabled adults and disability communities themselves . 

•  Watch for shifts: These communities are often where the language shift begins . 

•  Show you value them: When we look to these communities for guidance, we show that we value who they are, how they view themselves, and we establish ourselves as true allies . 

Conclusion: Terminology Matters

Many terms that were once considered completely appropriate have evolved over time .  As educators and service providers, our responsibility is to stay informed and connected .  At the end of the day, terminology matters because people matter .  Be willing to update your language to ensure it reflects dignity, respect, and modern understanding for the families you serve . 

Ready to elevate your support for students who are deaf or hard of hearing?

If you want more in-depth training to stay culturally relevant and effectively support your students, join the Professional Academy today! Inside, you'll gain access to comprehensive resources, expert-led workshops, and a supportive community of educators dedicated to best practices in deaf education.