Let's Not Let Assumptions Limit Possibilities

Have you ever witnessed something and thought, “That’s not okay,” only to be discouraged from speaking up?

I have encountered this countless times: “Let’s give it time.” “Maybe it will get better.” “Let’s just let it go.” Too often, concerns are pushed aside while the people affected continue to go unheard. I have witnessed this in several settings, especially when advocating for students with complex communication needs and other disabilities.

Recently, a friend shared a powerful experience that reinforced why I chose to co-found All In Collective. She had advocated for someone who could express himself through writing but was currently unable to communicate through speech. When she explained that he could read and write, she was met with disbelief. Based on how he presented and his apparent support needs, people had made assumptions about his ability to understand and express himself.

After her persistent advocacy, he was finally given the opportunity to demonstrate what he could do. As he communicated through writing, people’s perceptions began to change. They started to recognize abilities that had been there all along.

Speech is not the only form of communication. Writing, pictures, gestures, facial expressions, and augmentative and alternative communication (AAC) all deserve recognition and respect.

Her story also reminded me of a podcast I had been listening to about literacy instruction for children with significant disabilities. So much of our everyday communication happens through writing. We text our friends, send emails, and type messages without questioning whether those exchanges count as communication.

Why, then, do we sometimes question communication when someone uses pictures or types a message on a communication device? Why are we quicker to dismiss a message when its meaning is not immediately clear to us?

Sometimes, the barrier is our own assumption about what a person can understand, learn, or express.

One concept discussed in the podcast was presuming competence. This does not mean assuming that a student already knows everything or does not need instruction. It means approaching that student as someone capable of learning and deserving of meaningful opportunities to do so.

It means offering access to reading and writing without requiring students to prove their abilities first. It means responding to their communication with curiosity and respect, even when we do not yet understand the message. We can acknowledge a communication attempt while taking the time to clarify its meaning.

When I work with students who use communication devices, I sometimes see clear frustration. Some students communicate, “I can’t do it.” To me, that is meaningful communication about how they are feeling and the support they may need. It does not mean they are incapable of learning.

My role is to acknowledge that frustration and figure out what might help. That could mean offering choices, breaking a task into smaller steps, providing specific praise, or gently encouraging the idea of “I can’t do it yet.” It might also mean modeling “I need help” on their device so they have another way to ask for support. Building confidence in communication is an ongoing process that requires us to listen, adjust, and recognize their efforts along the way.

Students with significant disabilities deserve daily access to literacy, meaningful instruction, and opportunities to express their own ideas. When we provide the instruction, tools, time, and support they need, we create opportunities for abilities to emerge that might otherwise go unrecognized.

This is an area of my work that I care deeply about and am excited to keep developing.

I am currently reading Literacy for All: Teaching Students with Significant Disabilities to Read and Write and recently received a scholarship to participate in a ten-month course that accompanies the book. I am excited to deepen my knowledge and bring what I learn into my work with students and families. I cannot wait to continue supporting students with the most significant support needs as they learn to read and write.

For me, this work is closely connected to the purpose of All In Collective: creating opportunities, challenging assumptions, and helping build a community where people of all abilities are heard, supported, and included.

Amy McDowell MS,CCC-SLP/L

All in Collective President & Co-Founder