They need to know that non-speaking doesn’t mean non-thinking

Luci Rose explores the perceptions of non-speaking autistic children’s abilities in educational settings, highlighting how intelligence and potential are often overlooked due to the absence of speech. Many non-speaking autistic individuals have reported that their abilities were underestimated simply because they did not use spoken words, and a lack of comprehensive alternative communication systems further limits their ability to express themselves. This webinar presents a series of studies investigating whether schools tend to underestimate the capabilities of non-speaking autistic students. The research involved interviews and questionnaires with parents, caregivers, educators, and non-speaking autistic adults, alongside specially designed communication activities and standardized assessments for the children. Importantly, the study was developed and reviewed with input from both speaking and non-speaking autistic advisors, ensuring a more inclusive and representative approach. Their contributions were crucial in shaping the research and emphasizing the need for better recognition and support for non-speaking autistic students in education.