As speech therapists, educators, and caregivers, one of the most powerful things we can do for neurodivergent children is to presume competence. This principle means that we assume children are capable of understanding, thinking, and learning, even if they communicate or engage with the world in ways that differ from neurotypical expectations.
What Does It Mean to Presume Competence?
Presuming competence means believing that all children, regardless of their communication style, cognitive abilities, or diagnosis, have the capacity to think, learn, and connect. It encourages us to approach children with respect and high expectations, rather than assumptions that limit their potential. When we presume competence, we:
Speak to children in a respectful manner.
Provide access to robust communication tools, even if a child is non-speaking.
Offer meaningful learning opportunities rather than assuming a child “isn’t ready.”
Respect their autonomy and individuality.
Encourage inclusion and avoid unnecessary restrictions.
Why Is Presuming Competence Important?
Too often, neurodivergent children are underestimated. When a child does not communicate in expected ways, others may assume they do not understand or are not capable of complex thought. This assumption can lead to:
Lowered expectations: If we assume a child cannot do something, we may not offer them the chance to try.
Limited access to communication: Children who struggle with speech may be denied access to AAC (augmentative and alternative communication) because others assume they “won’t use it.”
Frustration and withdrawal: When children are not given the opportunity to express themselves or engage in meaningful learning, they may become disengaged or act out in frustration.
The Dangers of Not Presuming Competence
Failing to presume competence can have long-term consequences on a child's development and well-being. Some of the dangers include:
Missed opportunities for growth: When children are not given access to learning and communication, they miss critical chances to develop skills.
Learned helplessness: If children are repeatedly told or shown that they are incapable, they may stop trying to engage or advocate for themselves.
Social isolation: Assumptions that a child cannot engage in conversations or activities can lead to exclusion from social opportunities.
Emotional harm: Feeling underestimated or unheard can lead to frustration, anxiety, and low self-esteem.
Delayed or hindered independence: When we assume a child cannot do something, we may not provide the tools and support they need to develop independence.
How to Put Presuming Competence into Practice
If you’re wondering how to incorporate this mindset into daily interactions with neurodivergent children, consider these strategies:
Use respectful language – Speak to children in a way that acknowledges their intelligence and worth.
Provide access to communication tools – Even if a child isn’t immediately using speech or AAC, assume they have something to say.
Create meaningful learning opportunities – Offer appropriate books, activities, concepts, and discussions.
Observe and listen – Pay attention to nonverbal communication, gestures, and body language. Find what intrinsically motivates and engages them.
Encourage autonomy – Give choices and respect decisions, reinforcing that their opinions matter.
Educate others – Share the importance of presuming competence with parents, teachers, and peers to create a more supportive environment.
The Impact of Presuming Competence
When we presume competence, we set children up for success rather than failure. We shift from a mindset of limitation to one of possibility. Neurodivergent children deserve to be seen, heard, and given the same respect and opportunities as their neurotypical peers.
When we presume competence, we believe in the potential of every child. We help children build confidence, develop communication skills, and reach their goals in a supportive, empowering environment.
Let’s challenge outdated assumptions and see neurodivergent children for who they truly are: capable, intelligent, and full of potential.
With Love,
Hannah Bogash, CCC-SLP
Founder, Sunny Skies Therapy
(818) 804-8131