The Words We Use Matter: How Language Shapes Outcomes for Nonspeaking Learners

"While I thought that I had been doing a good job at presumed competence, I realized that I need to raise my bar even higher in that area." - S., Speech Language Pathologist

In educational settings across the country, a quiet revolution is happening. Educators are discovering that the language they use—both spoken and internal—has profound power to either limit or liberate their nonspeaking students. It's not just about being "politically correct." It's about fundamentally shifting how we see, speak about, and interact with autistic learners.

The Language That Limits

How many times have you heard—or perhaps used—phrases like these?

• "High-functioning" vs. "low-functioning" autism

• "Non-verbal" instead of "nonspeaking"

• "Behaviors" instead of communication attempts

• "Compliance" instead of understanding

  
  

Maria Jose, a Communication Partner serving students in Nicaragua, experienced this shift: "I really learned how to value my students' knowledge and how all they are functional in any ways and not to use the words high and low functional."

These aren't just semantic differences. The language we use shapes our expectations, influences our interactions, and ultimately determines the opportunities we provide.

The Presuming Competence Revolution

Christina, working in a preschool classroom, reflected: "One concept that really stands out to me that I learned in this course is presuming competence. It has changed my thinking to look at how I am presenting activities to the students I teach. I am providing them with age-appropriate activities and giving them time to engage with the activity before I make any modifications."

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Presuming competence means starting from the belief that students are capable of learning and thinking—regardless of how they communicate or move through the world.

Real Impact in Real Classrooms

Brooke shared a powerful revelation: "Since taking this course and introducing age-appropriate content the students engage more and want to use the letter board to communicate about the topics. That had me with wide eyes and shocked emotions."

When we presume competence, we discover capabilities that were always there—we just weren't providing opportunities to demonstrate them.

Beyond Individual Changes

Michelle, a Paraprofessional, captured this beautifully: "By approaching our interactions with autistic individuals believing that they are competent, we start off on a positive note that these individuals are capable of learning anything."

Jennifer P, SLP: "As a veteran Speech-Language Pathologist I have radically changed how I engage with the majority of the students on my caseload. When you know better, do better!"

Practical Applications

Presuming competence translates into concrete changes:

• Starting with grade-level content and adapting only as needed

• Speaking directly to students, not about them

• Providing wait time for responses

• Honoring all forms of communication

  
  

The Evidence in Action

Deb H., a parent, saw this transformation: "I have set higher expectations for him and now expose him to age appropriate information and activities. He has felt this difference and responded with more confidence. I feel as though he sees it as a relief that he is now better understood."

Your Language Revolution Starts Here

Maria C summed it up perfectly: "This course let me notice how important presuming competences for our students are, respecting their skills and presume they have a lot to share."

Ready to change your words and change their world? Modules 2 & 3 (Language & Labels Matter, Presuming Competence) provide the foundation for respectful, effective communication that unleashes student potential.

Explore Modules 2 & 3 - Language & Presuming Competence →

Looking for the 5 Things to Know about Presuming Competence handout? Here it is.

5 Things to Know about Presuming Competence.

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