in their own words
“Presume Competence”– What Does That Mean Exactly?
by Emma's Hope Book
When my daughter was first diagnosed at the age of two and a half, presuming competence was not a concept I was ever told about or had heard of. And even if someone had suggested we do so, I’m not sure I would have fully understood what that meant exactly. So what does “presume competence” really mean? And how and why should we carry out a presumption of competence?
In an interview, Douglas Biklen explained: “Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world.” READ MORE
by Emma's Hope Book
When my daughter was first diagnosed at the age of two and a half, presuming competence was not a concept I was ever told about or had heard of. And even if someone had suggested we do so, I’m not sure I would have fully understood what that meant exactly. So what does “presume competence” really mean? And how and why should we carry out a presumption of competence?
In an interview, Douglas Biklen explained: “Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world.” READ MORE
Never Say Never
Creigh at Autism Spectrum Explained
Copying proof of diagnosis for Caley to receive services, I ran into Caley's psychiatric evaluation from 2011. The entire thing is very dourly written, and it concludes with the following:
"She has serious social and learning difficulties. Within reasonable medical probability, she will have difficulty performing college work adequately unless she has special accommodations.
Based on my interviews with her and her mother, she will, in the foreseeable future, not be able to live independently due to her significant problems with peer relationships, impairment in the use of non-verbal behaviors to regulate social interaction, her extreme intolerance to change, and her rather stereotyped interests and behaviors."
I would like to point out that less than a year later, Caley was living independently. And shortly after that she was performing her college work sans accommodations.
READ MORE
Creigh at Autism Spectrum Explained
Copying proof of diagnosis for Caley to receive services, I ran into Caley's psychiatric evaluation from 2011. The entire thing is very dourly written, and it concludes with the following:
"She has serious social and learning difficulties. Within reasonable medical probability, she will have difficulty performing college work adequately unless she has special accommodations.
Based on my interviews with her and her mother, she will, in the foreseeable future, not be able to live independently due to her significant problems with peer relationships, impairment in the use of non-verbal behaviors to regulate social interaction, her extreme intolerance to change, and her rather stereotyped interests and behaviors."
I would like to point out that less than a year later, Caley was living independently. And shortly after that she was performing her college work sans accommodations.
READ MORE
Backstopping: Supporting the Autistic Person in Your Life
by Musings of an Aspie
The Scientist and I moved cross-country a few years ago. We made the drive In four days and by the middle of the fourth day I was on the verge of shutdown. It was way past lunch time, we were out of snacks and we were driving through Middle of Nowhere, West Virginia.
When we finally came upon a place to eat it was a McDonald’s. Just the thought of eating fast food made me feel nauseous. I said I would walk the dog around while The Scientist went inside to order. When he asked what I wanted, I said “Nothing.” By the time he came out with a big bag of food, I was sitting on the curb by the car with my head on my knees, wishing I could teleport myself the final four hundred miles to our new home.
The Scientist sat down to me and said,”I got you something.” READ MORE
by Musings of an Aspie
The Scientist and I moved cross-country a few years ago. We made the drive In four days and by the middle of the fourth day I was on the verge of shutdown. It was way past lunch time, we were out of snacks and we were driving through Middle of Nowhere, West Virginia.
When we finally came upon a place to eat it was a McDonald’s. Just the thought of eating fast food made me feel nauseous. I said I would walk the dog around while The Scientist went inside to order. When he asked what I wanted, I said “Nothing.” By the time he came out with a big bag of food, I was sitting on the curb by the car with my head on my knees, wishing I could teleport myself the final four hundred miles to our new home.
The Scientist sat down to me and said,”I got you something.” READ MORE
Acceptance, Empathy and Presuming Competence
by Lynne Soraya
In previous posts, I’ve written about how a diagnosis can lead to re-examination of your life – what went right, what went wrong, and what wasn’t what you thought, for better or for worse. My last post prompted me to do a lot of this examination – and I find myself thinking a lot about what went right for me.
In the autism community, they say that if you’ve met one autistic person, you’ve met one autistic person. There is a great deal of variability in what works for each of us, so it’s hard to generalize. In thinking about these experiences, I’ve often hesitated to share them, because I don’t know how much of them generalize. READ MORE
by Lynne Soraya
In previous posts, I’ve written about how a diagnosis can lead to re-examination of your life – what went right, what went wrong, and what wasn’t what you thought, for better or for worse. My last post prompted me to do a lot of this examination – and I find myself thinking a lot about what went right for me.
In the autism community, they say that if you’ve met one autistic person, you’ve met one autistic person. There is a great deal of variability in what works for each of us, so it’s hard to generalize. In thinking about these experiences, I’ve often hesitated to share them, because I don’t know how much of them generalize. READ MORE
Do me a favor
by Day Sixty-Seven
I don't like to advise people. I don't like being in a position of telling others what to do. But I am a person of strong opinions. And just this once I'd like to tell you to do something. And by "you", I especially mean those who love and support non-speaking autistic people of all ages.
I want you to promise that when you find yourself explaining to someone that you have no idea what your loved one knows or understands that you will also quickly add a sentence to explain that you believe he understands everything and just hasn't yet found a way to let the world know.
When you observe your loved one behaving in a way that you don't understand and he can't explain, promise me that you will believe that he is trying the best he can and that he is as frustrated -- probably more so -- than you. READ MORE
by Day Sixty-Seven
I don't like to advise people. I don't like being in a position of telling others what to do. But I am a person of strong opinions. And just this once I'd like to tell you to do something. And by "you", I especially mean those who love and support non-speaking autistic people of all ages.
I want you to promise that when you find yourself explaining to someone that you have no idea what your loved one knows or understands that you will also quickly add a sentence to explain that you believe he understands everything and just hasn't yet found a way to let the world know.
When you observe your loved one behaving in a way that you don't understand and he can't explain, promise me that you will believe that he is trying the best he can and that he is as frustrated -- probably more so -- than you. READ MORE
non-autistic perspectives
Five Reasons Why Presuming Competence is ALWAYS a Good Idea
by Swiftalk
I think all teachers have had students who led them to that “ah-ha” experience that helped them realize why they got into teaching in the first place. The students were eager, curious, funny, stubborn, persistent, or just plain nice kids. It happened for me back in 1992. I was doing some school reform and inclusive education work with a newly built high school in southern New Hampshire. On my first day at the school, I met two incoming 9th graders, both of whom had pretty significant disabilities. Let’s call them John and Rob. READ MORE
by Swiftalk
I think all teachers have had students who led them to that “ah-ha” experience that helped them realize why they got into teaching in the first place. The students were eager, curious, funny, stubborn, persistent, or just plain nice kids. It happened for me back in 1992. I was doing some school reform and inclusive education work with a newly built high school in southern New Hampshire. On my first day at the school, I met two incoming 9th graders, both of whom had pretty significant disabilities. Let’s call them John and Rob. READ MORE
