Chapter 4 - Cognition
Presuming Competence
To presume competence is to assume that an individual is highly capable of and has the abilities to understand, think, and learn even if there is no immediate evidence.
Why does it matter?
It is a strengths-based approach that promotes inclusivity in education and advocacy for children who need different supports and accommodations in the classroom. Presuming competence advocates that all children, including Autistic children, have the potential and abilities to learn and contribute. It shifts the approach from what children can’t do to the focus being more on what they can do and acknowledges that there is potential for growth.
In addition, presuming competence is especially important for Autistic children that experience communication challenges. Due to perceived challenges (Autistic children who may be nonspeaking), assumptions tend to be made on what they can or can’t do. However, by presuming competence, all nonspeaking Autistic children should be given opportunities to learn, speak their mind, and communicate with supports and accommodations (e.g., AAC device, white boards, communication boards, and more).
Learn more about how to practice Presuming Competence in the examples below:
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Avoid Assumptions
Do no make assumptions about an Autistic child or adult’s learning abilities because of their communication style and or challenges. Presume competence.
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Provide Support & Opportunities
Provide a safe and nurturing environment and ensure that tools, strategies, and accommodations are readily available. Offer and invite the child to participate.
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Actively Listen & Respect Communication
Accept that communication comes in various forms (speaking, non-speaking, non-verbal, written, visual) and pay close attention to cues of attempts to communicate. Actively listen when the child is communicating.
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Empower Autistic Individuals
Strongly believe that the child is beyond capable of learning, growing, and fully participating. Presume competence and adovcate for them always!