Presuming Competence

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A post shared by Halle Demchuk, MSc(A), SLP (@haepislp)

We often hear the term "presuming competence," but what exactly does that mean in practice?

It can look like...

• understanding that minimally speaking children can understand more than they can express, so we should assume that they are understanding everything we are saying and not talk about them as if they aren't there or use "baby talk"
• believing that a child starting out with an AAC device will be capable of using it and growing their language, so providing them with the most buttons (words) available instead of limiting their choices to what *we think* they know
  
• including a child's interests, but also providing age appropriate content and opportunities for social inclusion and engagement with peers
• teaching vocabulary that is relevant to a child's life (protesting, gossiping, joke telling, etc.) - many minimally speaking kids get BORED when they are repeatedly asked the same questions to answer with their device every day (wouldn't you too, if you always were expected to answer what the weather is outside?)
• setting high expectations and working in the zone of proximal development! Kids with disabilities are too often underestimated which results in setting low or repetitive goals.

Presuming competence is part of using neurodiversity-affirming practices, and kids can achieve great things if we just believe and work alongside them!

What are some ways your kids *surprised* you with their progress on goals, when you just presumed competence?

by Halle Demchuk, SLP

Paediatric SLP | GLP-Trained Clinician | Owner of HAEPI SLP