Today, we explore the concept of presuming competence and why it is vital in supporting the growth and success of neurodiverse individuals. Join us as we delve into evidence-based insights shedding light on the significance of presuming competence as we strive to create inclusive environments that unlock the full potential of these exceptional minds.
Presuming Competence: The Power of Belief
Presuming competence means approaching neurodiverse children with the belief that they are capable, intelligent individuals, regardless of their outward abilities or communication methods. This perspective is founded on the principles of equity, respect, and the understanding that all individuals have unique strengths and insights to offer. Research emphasizes the transformative impact of presuming competence and its role in fostering independence and self-determination in neurodiverse individuals.
Challenging Stereotypes and Bias
In a world that often places undue emphasis on neurotypical standards, it is crucial to challenge stereotypes and bias by embracing the power of presumption of competence. Recent studies, such as those by Buron and Curtis (2018), highlight the pervasive nature of ableism and the detrimental effects it has on the self-esteem and growth of neurodiverse individuals. By presuming competence, we shift the narrative, celebrating the diverse abilities and contributions of neurodiverse children and paving the way for their success.
Promoting Communication and Autonomy
Presuming competence plays a pivotal role in fostering communication and autonomy among neurodiverse children. When we believe in their capabilities, we are more likely to provide appropriate opportunities for communication and decision-making. According to the work of Bruno and Trembath (2020), this inclusive approach enhances social interactions, improves self-advocacy skills, and empowers neurodiverse individuals to express their needs and preferences effectively.
Creating Supportive Environments
Presuming competence goes hand in hand with creating supportive environments that nurture the strengths and talents of neurodiverse children. Educators, parents, and professionals can foster inclusive classrooms and homes by implementing Universal Design for Learning (UDL) strategies. Research by Raskind and Higgins (2019) shows that the application of UDL principles, such as providing multiple means of representation and expression, supports the diverse learning styles and abilities of neurodiverse individuals, allowing them to thrive academically and emotionally.
Collaborative Partnerships
The implementation of presuming competence requires collaborative partnerships among all stakeholders involved in the education and support of neurodiverse children. Collaborative problem-solving, open communication, and shared decision-making create a cohesive and inclusive approach. Recent work by Brotherson et al. (2017) stresses the importance of team collaboration, incorporating the perspectives of educators, allied professionals, and families to empower neurodiverse children holistically.
Presuming competence sets the stage for the progress, growth, and wellbeing of neurodiverse children. By embracing this empowering belief, we create environments that celebrate their unique abilities, foster communication and autonomy, challenge stereotypes, and promote collaboration among all involved. Let us champion presuming competence as we continue to advocate for the rights and inclusion of neurodiverse individuals, unlocking their limitless potential to shape a brighter future.
Resources
Biklen, D., & Burke, J. (2006). Presuming competence. Equity & excellence in education, 39(2), 166-175.
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(4), 47-51.
Abbott, A. C. (2019). Presuming Competence and Capability. In Counseling Adults with Autism (pp. 14-31). Routledge.
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
