Presuming Competence and the Least Dangerous Assumption
Why Every Parent Should Believe in Their Child’s Potential
When it comes to children with autism or other disabilities, one of the most powerful things we can do is presume competence—to believe that they can think, learn, and understand, even if they can’t yet show it in the way we expect.
This isn’t just a feel-good idea. It’s backed by decades of research and a principle called the least dangerous assumption, introduced by Anne Donnellan in 1984. She said:
“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.”
In other words: if we don’t know for sure, it’s safer—and kinder—to assume a child can learn than to assume they can’t.
When we presume competence, we:
- Believe our children have the desire and ability to learn.
- Provide access to reliable communication.
- Offer age-appropriate, challenging education.
If we’re wrong and they truly can’t yet do something, the “damage” is small—we can reteach or adapt. But if we assume incompetence and we’re wrong? The harm can last a lifetime.
Why Presuming Competence Matters
Imagine this: in school, most neurotypical children are never asked to “prove” they can learn before being placed in a classroom. They’re simply taught at grade level. But for many nonspeaking students, the opposite happens.
If they can’t demonstrate learning in a way that’s acceptable to the school—usually through speech or writing—they’re often placed in classrooms with low expectations and watered-down content. Instead of being challenged, they’re stuck repeating material far below their age level.
This is not only unfair—it’s harmful. It tells the child, “We don’t believe you can learn,” and it denies them the opportunity to prove otherwise.
At Spellers Center Tampa, Presuming Competence is our Motto and we encourage everyone who enters out clinic to adopt this mindset.
The Easiest and Hardest Thing to Do
Presuming competence costs nothing. It doesn’t require special equipment or years of training—it’s a mindset. That’s why it’s the easiest thing to do.
But it’s also the hardest thing to do, because it challenges everything many of us have been taught.
For decades, the systems around us—education, healthcare, therapy—have taught that individuals who can’t speak or demonstrate knowledge in a certain way are cognitively delayed. That belief has shaped entire programs, classrooms, and careers.
Changing that mindset means asking hard questions:
- Is what I believe about my child based on fact—or just tradition?
- Am I confusing “can’t show it” with “doesn’t know it”?
When we look at research on autism, we see that many children have sensory and motor differences that make intentional movement—pointing, speaking, writing—very difficult. And because most academic testing requires these skills, the tests themselves may not be measuring true ability.
What Does It Mean “To Know”?
If a child can’t show us what they know, does that mean they don’t know it?
The answer is no. Many children with autism also have apraxia, a neurological condition that makes it hard to carry out intentional motor movements—even when they fully understand what’s being asked.
That means test results can vary wildly depending on how the child’s body is cooperating that day. Anxiety during testing can make motor control even harder.
IQ testing has similar issues. Alfred Binet, who created the IQ test in the early 1900s, designed it to help identify students who needed extra support—not to limit their opportunities. Sadly, today’s use often does the opposite.
Ableism in the Education System
The U.S. education system is built on a deficit model—it looks at what students can’t do and tries to “fix” it. Students are pulled out of classrooms for special instruction, told they can’t learn alongside their peers, and placed in programs with lower expectations.
But here’s the truth:
- All students benefit from learning in inclusive classrooms.
- Separation often limits opportunities rather than providing them.
- Focusing on strengths builds confidence and engagement.
Dr. Cheryl Jorgensen, an expert in inclusive education, says we need to stop asking, “Why should this student be here?” and start asking, “How can we make this work?”
What the Research Says About Inclusion
Large studies on inclusion have shown:
- Higher scores on reading and writing tests.
- Fewer absences.
- Less disruptive behavior.
And these benefits are not just for students with disabilities—students without disabilities thrive too.
Inclusion works best when classrooms are designed for all learners. Universal Design for Learning (UDL) is one approach, allowing students to:
- Access material in multiple ways.
- Show what they know in different formats.
- Learn in ways that fit their needs.
Presuming Competence for Nonspeakers
Language (understanding words) is different from speech (producing words). Many nonspeakers have intact language but struggle with the motor control needed to speak.
If we rely only on speech to judge intelligence, we risk underestimating them. That’s why the least dangerous assumption is so important. We teach at age level, while also helping the child develop a reliable way to communicate—whether that’s through spelling, typing, or other AAC (augmentative and alternative communication) tools.
Presuming Competence for Unreliable Speakers
Some children can speak, but their speech is unreliable—meaning the words that come out aren’t always what they intend. They may repeat “loops” (phrases said automatically, often out of context) or give answers that don’t match the question.
It’s easy to assume that these responses reflect their thinking ability, but often they reflect motor challenges in getting the intended words out.
Just like nonspeakers, unreliable speakers need a way to communicate that bypasses these motor barriers.
Presuming Competence in the Body
Apraxia doesn’t just affect speech—it affects all kinds of movement. A child may understand exactly what you’ve asked but can’t get their body to cooperate.
For example:
- You say, “Go get your shoes.” They stay seated—not because they’re ignoring you, but because starting movement is hard.
- They walk toward the right room, but pass the doorway—because stopping or changing direction is hard.
Presuming competence in the body means believing the child wants to do the task, even when their body isn’t following through.
Coaching the Motor
One way to help is by “coaching the motor”—giving clear, actionable directions to help the child start, continue, or complete a movement. Over time, this builds new brain-body connections and makes intentional movement easier.
The Process of Changing Your Mindset
Most parents and professionals think they presume competence, but their actions may tell another story. True presuming competence means:
- Providing age-appropriate academics.
- Advocating for reliable communication.
- Speaking directly to the person with respect.
Changing your mindset is a process:
- Be okay with being wrong. It’s humbling, but it’s the first step toward doing better.
- Mind your language. Speak directly to the person, use age-appropriate vocabulary, and avoid talking “about” them as if they’re not there.
- Be creative. Ask “How can we make this work?” instead of “Why should they be here?”
What Presuming Competence Is NOT
It’s not believing a person knows everything.
It’s not assuming they think like a neurotypical person.
It’s not about being “kind” or “nice.”
It’s not ignoring real challenges.
Presuming competence means holding a belief in someone’s ability to learn and grow—and acting in ways that give them the best chance to do so.
Reflection Questions for Parents
- Do you truly presume competence in your child?
- What specific actions show that belief?
- What might be holding you back from fully embracing it?
Final Thoughts
Presuming competence is both a mindset and a practice. It starts with belief, but it must be followed by action—providing communication tools, inclusive education, and opportunities to show what’s possible.
If we get it wrong and they can’t yet do something, we can adapt. But if we get it wrong by underestimating them, we risk stealing their future. And that is far too dangerous.
Be sure to check out the Spellers Documentary to see how Spellers Method has impacted so many people’s lives.
