Seeing the Ability: The Power of Presuming Competence
When it comes to children with autism or other disabilities, one of the most life-changing decisions we can make is to assume they are capable—capable of thinking, learning, and understanding, even if they can’t yet express it in the ways we expect.
This belief is not wishful thinking. It’s grounded in decades of research, lived experience, and the voices of autistic individuals themselves. It’s also anchored in a guiding principle known as the least dangerous assumption, introduced by Anne Donnellan in 1984:
“In the absence of conclusive data, educational decisions should be based on the assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults.”
Translated: if we’re unsure, it’s far safer—and infinitely kinder—to believe a child can learn than to assume they can’t.
When we presume competence, we:
- Believe children are motivated and able to learn.
- Provide them with reliable ways to communicate.
- Offer challenging, age-appropriate education that stretches their thinking.
If we’re wrong and they’re not ready for a particular skill yet, the consequence is small—we adjust, reteach, and adapt. But if we underestimate them and we’re wrong? The harm can be deep, lasting, and sometimes irreversible.
Why This Mindset Changes Everything
In typical classrooms, students aren’t required to prove they can learn before being taught. They’re given grade-level instruction and expected to grow. But for many nonspeaking or unreliably speaking students, the opposite happens.
If they cannot demonstrate learning through speech, handwriting, or other “acceptable” methods, they are often placed in classrooms with low expectations—sometimes working on preschool-level material when they’re well into middle or high school.
This isn’t just unfair. It’s damaging. It sends an implicit message: We don’t believe you are capable. And once that belief takes root—in teachers, in parents, and even in the child—it becomes a self-fulfilling prophecy.
The Paradox: Simple Yet Difficult
The act of presuming competence is free—it requires no special equipment or funding. All it takes is a shift in mindset. That’s what makes it so simple.
Yet it can feel deeply challenging because it goes against decades of ingrained thinking. Education, therapy, and healthcare systems have historically viewed a lack of speech or visible participation as evidence of low cognitive ability.
This is where we must pause and ask ourselves hard questions:
- Are my assumptions based on evidence—or on outdated ideas?
- Am I confusing “can’t show it” with “doesn’t know it”?
- What would happen if I assumed the highest possible potential instead of the lowest?
What “Knowing” Really Means
For many children with autism, whole-body apraxia, or other neuromotor differences, the barrier isn’t comprehension—it’s execution.
Whole-body apraxia is a neurological condition that disrupts intentional motor movements. A child may fully understand what’s being asked but struggle to make their body follow through. This means:
- A child could ace a test one day when their motor system is cooperating.
- That same child could appear “unresponsive” the next day if anxiety, fatigue, or sensory overload interfere with motor planning.
IQ testing faces similar challenges. Alfred Binet’s original purpose in designing the IQ test in the early 1900s was to identify students who might need additional support—not to limit their educational opportunities. Sadly, modern use often flips that purpose, using scores to justify reduced expectations.
At Spellers Center Atlanta, we ALWAYS Presume Competence and we provide every possible opportunity for an individual to be heard.
When Education Assumes the Worst
The U.S. education system often runs on a deficit model—focusing on what a student can’t do instead of amplifying what they can do.
This approach often leads to:
- Pull-out of programs that isolate students from peers.
- Reduced exposure to grade-level curriculum.
- Lowered expectations that quietly cap a child’s potential.
But what if we flipped the script? Dr. Cheryl Jorgensen, an inclusion expert, urges us to stop asking, “Why should this student be here?” and instead start with, “What do we need to do to make this work?”
The Evidence for Inclusive Learning
Research on inclusive education consistently shows benefits—not just for students with disabilities, but for their peers as well:
- Academic gains in reading and writing.
- Improved attendance and engagement.
- Reduced behavioral issues due to higher expectations and social integration.
One powerful framework is Universal Design for Learning (UDL), which builds accessibility into lessons from the start. UDL classrooms allow students to:
- Access material through multiple formats (text, audio, visuals, hands-on).
- Show knowledge in ways that match their strengths (writing, speaking, typing, creating).
- Learn at their own pace while staying connected to grade-level concepts.
Speech ≠ Understanding
It’s important to remember: language comprehension and speech are not the same thing. Many nonspeakers have a rich understanding of language but can’t produce spoken words reliably due to motor challenges.
When we rely only on speech as proof of intelligence, we risk drastically underestimating a person’s abilities. Augmentative and alternative communication (AAC)—like letterboards, typing, or speech-generating devices—can unlock a person’s voice and change the trajectory of their education.
When Speech is Unreliable
Some children can speak, but their words may not reflect their actual thoughts. They may use echolalia (repeating familiar phrases) or “looped” language that doesn’t match the question asked.
Without understanding the role of motor planning, it’s easy to assume these children don’t understand or can’t think abstractly. In reality, the gap may be between what they know and what their motor system can produce on demand.
The Body’s Role in Competence
Whole-body apraxia impacts far more than speech—it affects the body’s ability to initiate, sustain, and sequence movements. This can look like:
- Sitting still when asked to get up (motor initiation difficulty).
- Walking toward the right place but overshooting it (difficulty stopping or changing direction).
- Dropping items or missing targets even when aiming carefully.
These challenges are not signs of disobedience or lack of understanding—they are signs of a motor system that needs coaching and support.
Helping the Body Follow the Brain
Motor coaching is the practice of breaking down tasks into clear, actionable steps and guiding the body through them until they become more automatic. This could mean:
- Giving short, specific cues (“get your eyes on the chair”, “push your hips back”, “reach your hand forward”)
- Practicing skills repeatedly in low-stress settings.
- Gradually reducing support as the child’s brain-body connection strengthens.
Over time, these small adjustments can transform what a child is able to do independently.
Turning Belief into Action
Presuming competence is not just a belief—it’s a practice. You can see it in action when parents and professionals:
- Provide grade-level academics regardless of speech ability.
- Advocate for robust communication supports in every environment.
- Speak directly and respectfully to the person, not just about them.
Shifting to this mindset means:
- Accepting that past assumptions may have been wrong—and seeing that as growth.
- Being intentional with language, avoiding “baby talk” or speaking as if the child isn’t present.
- Replacing “Why should they be here?” with “What will it take to include them successfully?”
What It’s Not
Presuming competence does not mean:
- Believing someone knows everything.
- Expecting neurotypical behavior or thought patterns.
- Ignoring real challenges in favor of blind optimism.
- Being “nice” without taking action to support success.
It means creating an environment where the person has the best possible opportunity to learn, grow, and show their abilities.
Questions for Reflection
Ask yourself:
- Do my expectations reflect my child’s potential—or my own comfort zone?
- What opportunities am I providing for them to prove what they know?
- In moments of frustration, do I assume inability—or consider motor, sensory, or anxiety factors first?
Final Thoughts
Presuming competence is both belief and action. If we assume too much, we can always adjust. But if we assume too little, we may unintentionally place a ceiling on a child’s life before they’ve had the chance to prove what’s possible.
The least dangerous assumption reminds us that the risk of underestimation far outweighs the risk of overestimation. Belief, when paired with the right tools, can change everything—not just for a child’s education, but for their entire future.
Be sure to check out the Spellers Documentary to see how Spellers Method has impacted so many people’s lives.
