Presuming Competence:
Empowering Individuals with Disabilities

The Power of Expectations

When we assume someone is capable, we are more likely to give them opportunities to demonstrate their abilities. This is true for all individuals, but it’s especially important for those with disabilities. Too often, society lowers expectations for people with disabilities, inadvertently limiting their potential for growth and success.

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In classroom settings, a student with a physical disability might be assumed to have learning difficulties due to their mobility issues. If educators lower their expectations or avoid challenging the student, they may never get the chance to demonstrate their intellectual strengths. Presuming competence encourages educators to provide the same academic rigor and opportunities, which often results in students exceeding expectations.

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Example: A student using an alternative communication device may be assumed to have limited cognitive abilities simply because they communicate differently. However, many individuals who rely on communication devices have demonstrated high levels of understanding and intelligence when provided the right tools and support. By presuming competence, educators and caregivers can work with these students, offering them rich, meaningful interactions that allow them to fully engage with the world.

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Fostering Independence and Self-Esteem

Presuming competence plays a critical role in helping individuals develop independence and a sense of self-worth. If a person is continually treated as incapable, they may internalize those messages, leading to low self-esteem and decreased motivation to try new things. On the other hand, when we assume competence, we send the message that the individual is capable and valued. This boosts their confidence and encourages them to take on new challenges.

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Example: In occupational therapy, a therapist might work with a child who has a developmental disability to teach them life skills like dressing themselves or making simple meals. By presuming the child is capable of learning these tasks with the right support, the therapist provides opportunities for the child to practice, even if progress is slow. Over time, the child gains greater independence and self-confidence, which can have a ripple effect on other areas of their life.

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Communication

Communication is a common area where competence is often doubted. Nonverbal individuals or those with speech difficulties are frequently assumed to have intellectual limitations. However, research and lived experience have shown that many nonverbal individuals have rich inner lives and intellectual abilities that go unnoticed simply because they cannot express them in typical ways.

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When we presume competence in communication, we make space for alternative forms of expression—whether through augmentative and alternative communication (AAC) devices, sign language, gestures, or other methods. This approach respects the person’s autonomy and intelligence, providing them the tools and patience needed to express themselves in their own way.

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Example: A young adult with autism who is nonverbal may use a tablet with a speech-generating app to communicate. At first glance, someone might assume they cannot engage in meaningful conversations. However, with the use of their AAC device, this individual can share complex thoughts, preferences, and even participate in conversations about academic or social topics. By presuming competence and offering accessible communication tools, we open the door to deeper understanding and connection.

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Challenging Stereotypes and Bias

Presuming competence challenges deeply ingrained stereotypes and biases that society often holds about people with disabilities. There is a pervasive misconception that individuals with disabilities are defined by their limitations, rather than their abilities. When we make the active choice to believe in a person’s potential, we help shift the narrative from one of deficit to one of possibility.

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Example: A person with cerebral palsy might have difficulty with speech and movement, but these challenges do not define their intellect or emotional capacity. By presuming competence, we move beyond the physical manifestations of their condition and recognize their ability to contribute to society—whether in a job, in friendships, or in the community. We learn to focus on their strengths rather than their limitations.

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Creating Opportunities for Growth

When competence is presumed, individuals with disabilities are more likely to be provided opportunities that encourage growth. Whether in educational settings, workplaces, or social environments, presuming competence leads to inclusive practices that foster engagement and development. People are given access to the same resources, challenges, and responsibilities as their peers, allowing them to grow to their fullest potential.

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Example: In the workplace, a person with a cognitive disability may be assigned menial tasks out of the assumption that they cannot handle more complex responsibilities. However, when employers presume competence, they may provide training and opportunities for the individual to take on more challenging tasks, ultimately allowing them to contribute at a higher level and gain a sense of accomplishment and pride in their work.

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Conclusion

Presuming competence is not just an approach—it’s a mindset that honors the dignity and potential of every individual, regardless of their abilities. It challenges societal norms, fosters independence, and creates a more inclusive environment where everyone can grow and succeed. By presuming competence, we move beyond limitations and focus on what individuals can do, empowering them to lead fuller, richer lives. 

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Let’s build a society where all individuals, regardless of disability, are given the opportunity to contribute, participate, and thrive.

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