Presuming Potential

Presuming potential is a decision you make before you have proof. You assume the student has the ability to understand, that they have things to say, and that they are capable of learning the system in front of them. Then you interact with the child as if that were true.

A student who is presumed competent has their device within reach at all times, the way a student with a hearing aid has it at recess and not just in the classroom. Core vocabulary goes on walls, tables, and playground fences because we presume they can access those things. A core board sits at the lunch table so a student who forgot their device can still comment on the food. Boards are present in shared spaces like the library and during circle time, where everyone can see them and learn to use them, because we presume that, without those things, they have the capability and desire to communicate, but can’t. Having visual communication tools “always out, all the time” is the most fundamental AAC practice there is, and it is presuming potential made physical.

The other half of this is what you do with every attempt. Treat each behavior as communication, respond to it, and use the vocabulary that fits the activity and place. When the tools are everywhere and every attempt counts, every exchange becomes a chance for a real conversation for every student in the room.