Create- Move and Heal INC

Paula Baldocchi

In recent years, understanding , recognizing and supporting students with autism has evolved significantly, moving away from outdated stereotypes and stigmas and towards a more inclusive and empowering model of education. One of the most crucial components of this shift is the principle of “assuming competence.” This principle urges that educators, caregivers, and peers should always approach students with autism with the belief that they are capable of learning, communicating, and participating meaningfully, even when their abilities or ways of expression differ from neurotypical norms.

Research

Research on Assumption of Competence as an educational theory and practice has consistently shown that when educators assume competence in their students with autism, it leads to higher expectations, more meaningful interactions, and better educational outcomes. When a teacher presumes that a child is capable of understanding and engaging in learning, they naturally adopt teaching strategies that allow for deeper learning opportunities. Conversely, when educators assume incompetence, students may not be challenged, leading to stagnation and unintentional exclusion from both the educational as well as social settings . There is a direct correlation linked to assumed incompetence and increased negative behaviors.

A study published in 2012 by Broderick and Kasa-Hendrickson emphasized the importance of presuming competence, particularly in the context of augmentative and alternative communication (AAC) devices. Their findings suggested that students who were presumed competent by their educators made measurably more progress with AAC devices and had richer, more complex communication experiences than those whose educators approached them with doubt about their abilities and knowledge base. This underscores the link between teacher beliefs and student outcomes.

Historical Issues with Assumed Incompetence

Historically, many students with autism, especially those who are nonspeaking, have been underestimated. Lack of neurotypical social and communication skills has caused some educators to interpret nonspeaking behavior as a lack of understanding or cognitive ability. This in turn leads to lower expectations and fewer opportunities for these students to demonstrate their abilities. This can perpetuate a cycle where students are not given the tools or chances they need to succeed, reinforcing the false assumption of incompetence. The Pygmalion Effect, a well-documented psychological phenomenon, shows that students tend to rise or fall to the level of expectations placed upon them. When educators have high expectations, students are more likely to perform better. In contrast, low expectations can result in poorer performance. This effect is particularly relevant for students with autism, as their learning styles may be less conventional but no less valid or capable.

Research Supporting Assumed Competence

The growing body of research supports the notion that assuming competence leads to better educational outcomes for students with autism. For instance, a 2019 meta-analysis conducted by Lindsay and colleagues reviewed several studies on educational interventions for students with autism and found that those based on high expectations and presumption of competence led to better academic, social, and behavioral outcomes. Additionally, these students were more likely to engage meaningfully with their peers and curriculum when they were treated as capable and intelligent learners, even if their communication or behavior appeared different . Another critical point is the role of Universal Design for Learning (UDL), a framework that encourages designing educational environments and materials that are accessible to all students, regardless of their abilities. When educators assume competence, they are more likely to adopt UDL principles, ensuring that students with autism have multiple means of engagement, representation, and expression.

Communication and Behavior- Reframing Our Narrative About Competence

Students with autism may communicate or behave in ways that are challenging for neurotypical individuals to interpret and or identify with, especially in educational settings whose norms are based off of neurotypical students and frames of reference. This can lead to misunderstandings about their capabilities. However, assuming competence means recognizing that nonspeaking or atypical forms of communication do not equate to a lack of understanding. Rather, these students may need alternative means to express their knowledge, emotions, and needs. A 2014 study by Heidgerken and colleagues demonstrated that students with autism who were given opportunities to communicate through AAC devices or other alternative methods made significant strides in academic performance, even when they were initially nonspeaking. This study highlights the importance of not underestimating students based on how they present or behave.

Behavior is another area where assuming competence is crucial to not only academic success but social growth and success. . Dr. Ross Greene, a leading expert on behavior and neurodiversity, argues that “kids do well if they can.” This means that if a student with autism is struggling with behavior, it’s not due to willful defiance or incompetence, but rather a skill that needs to be developed. Assuming competence in this context means addressing behavior as an opportunity for skill-building rather than punishment or exclusion.

The Role of Inclusion in Assuming Competence

Assuming competence is also foundational to inclusive education. Research shows that students with disabilities, including autism, benefit from being included in general education settings. A 2020 report from the National Autism Center found that students with autism who were included in general education classrooms made greater academic and social gains than those in segregated and or separate settings. This inclusion, however, is only meaningful when educators and peers presume that these students can and will contribute meaningfully.

Practical Strategies for Educators

Educators face constant growing expectations and work loads. Interventions and strategies related to Assuming Competence do not have to be difficult and or time consuming and can – in fact- decrease levels of stress and interventions needed when implementing the following;

1. High Expectations: Begin with the belief that all students, regardless of their neurodiversity, can achieve great things with the right support.

2. Multiple Modes of Communication: Provide students with various ways to communicate, whether through verbal speech, AAC devices, sign language, or visual supports.

3. Flexible Curriculum: Use UDL principles to ensure that lessons are accessible to all students, offering different methods of engagement and expression.

4. Collaboration with Families: Parents and caregivers often have the best understanding of how their child communicates and learns. Regular collaboration can offer invaluable insights.

5. Reflect on Biases: Educators should consistently examine their own biases and assumptions about students with autism to ensure they are fostering a learning environment based on competence and potential, not limitations.

Conclusion

Assuming competence is not just an ethical imperative but an evidence-based approach that leads to better outcomes for students with autism. By approaching each student with the belief that they are capable, educators open doors to meaningful learning, communication, and authentic inclusion in ways that students with autism can interpret and internalize. As research and experience continue to show, when we presume competence, we provide students with autism the opportunity to succeed, thrive, and be fully included in the educational community. A fully included child has ownership and pride and a fully included child is one that thrives.

References:

• Broderick, A., & Kasa-Hendrickson, C. (2012). “I Am Not a Social Invalid”: A Theoretical Analysis of Student-Led IEP Meetings. Disability Studies Quarterly. • Lindsay, G., et al. (2019). A meta-analysis of inclusive education research. Journal of Autism and Developmental Disorders. • National Autism Center (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. National Standards Report. • Ross Greene, Ph.D., “The Explosive Child” and Collaborative & Proactive Solutions Model.

ReplyForwardAdd reaction