Presuming Competence when Communicating with Students with Disabilities

This rubric highlights best practices to facilitate learning for students with complex access needs. The document should be used as a guide by a campus/district team as they engage in reflection of their current practices and plan for program growth (T-TESS Dimension 4.2). To aid administrators in

This document provides administrators with best practices to facilitate learning for students with the most complex access needs and the evidence that they should see if practices are implemented.

This guide highlights the many opportunities available for constructing students' competence through various aspects of their educational programs.

This self-check will help you determine where your team is currently performing in regards to Presuming Competence.

In this video, Ayo Jones shares the concept of presuming competence and the Least Dangerous Assumption.