In my planning, if I run into inconclusive data about a student's level of ability, I will plan to teach the student at the appropriate age level, and if the assumption is dangerous, the lesson has to be reassessed and better tailored to the student after I collect data on their ability level.

In my teaching, I will always assume that my students are capable and able to learn/perform until I observe otherwise. For example, in my student teaching, I encountered students who I assumed were not able to perform a task, and they were able to do that task and more! This is an example of why the least dangerous assumption is crucial while instructing.

In my assessments, I will work diligently to make sure the assessments I administer are fair and accessible to my students. With that being said, I may have to make assumptions that may not be true to avoid having a dangerous effect on the student's ability to live independently. This means administering an assessment that is too difficult for the student and evaluating after the assessment how to make it simpler to understand.

Overall, teaching is about learning and reflection. You may not get it right the first time, but it is important to assume that the students can do all activities until you are proven otherwise.

For me, this translates into ensuring students always have access to the general curriculum, even if it requires significant adaptations or creative approaches. Instead of oversimplifying content, I’ll focus on making it accessible through visuals, AAC, hands-on activities, and multiple ways to participate. This mindset encourages me to hold high expectations while providing the right supports, so students have every opportunity to show what they know.

It also serves as a check on my own thinking. It can be tempting to assume certain material is “too hard” for a student, but applying the least dangerous assumption pushes me to reframe that perspective: What if the student can learn this, but I haven’t found the right strategy yet? That question keeps me focused on problem-solving, creativity, and persistence.

In the end, the least dangerous assumption helps me keep a good balance between challenging my students and making sure lessons are accessible. By choosing to believe in their potential, I can build a classroom that feels respectful, welcoming, and focused on helping everyone grow.

In my teaching, I want to make sure students feel included and valued. That means giving them chances to participate alongside their peers, finding creative ways to help them communicate, and celebrating even small steps as real progress. I’ll also remind myself not to let labels or test scores limit my expectations, because those don’t always tell the whole story of what a student can do.

When it comes to assessments, I’ll try to give students multiple ways to show what they know, whether that’s through pictures, technology, gestures, or other methods. I don’t want difficulty with traditional tasks to be mistaken for a lack of ability.

Overall, carrying the Least Dangerous Assumption into my work helps me focus on creating opportunities, not limits. It’s a reminder that if I presume competence, I’m giving students the chance to rise to the occasion, and if I’m wrong, at least I haven’t closed the door on their potential.

In my planning, I will ensure my lessons are engaging and accessible.

In my teaching, I will provide as much support as needed. I will use strategies tailored to each student to maximize success.

In my assessments, I will provide appropriate accommodations. I will make sure each student is able to participate using their preferred method.

I will use the least dangerous assumption to ensure that every student has a fair opportunity to show what they have learned.

When it comes to assessments, it is necessary to be careful not to interpret lack of progress as a student deficit right away. Instead, I can reflect on whether the instructional strategy needs tweaking. Maybe the cues weren’t natural enough, or maybe the materials didn’t match the student’s interests. I’ can also make sure my data collection focuses on growth and context, not just isolated skills. The Least Dangerous Assumption reminds me that my job isn’t just to teach, it’s to believe in my students, even when the evidence isn’t obvious yet. That belief shapes everything: how I talk to them, what goals I set, and how I advocate for their inclusion and independence.

Another article went further and showed how presuming competence should change how schools actually teach. It’s not just about believing in students, but also about giving them real access to the curriculum, opportunities to participate in class, and the support they need to succeed. I thought it was powerful that she called on teachers to rethink their practices so students with disabilities are included in meaningful ways, not just placed in the room.

For me, the biggest takeaway is that it’s way more damaging to underestimate someone than it is to overestimate them. If you set the bar too low, you’re holding them back before they even start. But if you believe they can do more, you give them opportunities, confidence, and dignity. As a teacher, from this class forward I want to make sure I’m giving all students the chance to show what they can do, instead of letting my own assumptions limit them.

In practice, this means:

• Starting with grade-level content standards for all students, rather than automatically lowering expectations based on labels or test scores

• Planning for general education classroom participation as the default, with specialized instruction integrated into that context

• Designing communication systems that include age-appropriate vocabulary about academic content, current events, and social topics, not just basic needs

• Collaborating with general education teachers during planning time to embed supports within typical instruction rather than creating parallel curricula

The research is clear: students with IDD show greater engagement, better communication and literacy skills, and improved academic performance when included in general education classes with appropriate supports. My teaching must reflect this.

I will:

• Provide robust AAC and assistive technology before judging what a student knows, recognizing that difficulties demonstrating ability are not evidence of intellectual incompetence

• Use person-first, strengths-based language and speak directly to students using age-appropriate vocabulary and topics

• Deliver services within the general education classroom whenever possible, modeling integrated support rather than pull-out services

• Look for and expect competence, even in ambiguous behaviors, rather than searching for confirmation of deficits

• Teach functional skills within natural contexts of the school day, not in isolation at the expense of academic learning

The scenario of "Kim" from Jorgensen's article powerfully illustrates this: if we're wrong about presuming incompetence, we may deprive a student of education, friendships, dignity, and future opportunities. If we're wrong about presuming competence, we've simply provided rich experiences and high-quality instruction.

Before making any conclusions about what a student has or hasn't learned, I must ask:

• Were the necessary communication supports provided effectively?

• Did the student have access to the same information as classmates through adapted materials?

• Was the student positioned for full participation in the learning activity?

• Have we provided adequate time and multiple means of demonstrating understanding?

As the Beyond Access research demonstrates, teams must evaluate whether required supports were implemented with fidelity before drawing conclusions about student learning. Assessment must focus on progress in the general education curriculum, not just acquisition of isolated functional skills.

I will also:

• Write IEP goals that reflect content standards from general education curriculum while including meaningful functional goals

• Document membership and participation in general education settings as indicators of access to learning

• Use alternate forms of demonstration that mirror those of classmates without disabilities

• Focus feedback on student success and growth rather than highlighting failures and deficits

For example, if a student struggles with reading, I can still include them through shared reading, audiobooks, or group discussions, so that they are part of the learning experience. For assessment, I will look beyond standardized tests and focus on authentic ways to capture growth, such as performance tasks, portfolios, curriculum-based assessments, and ecological inventories. These approaches will allow me to see progress that numbers alone might overlook. 

The Least Dangerous Assumption reminds me to keep high expectations, presume competence, and make sure that every student in my classroom has the chance to learn, grow, and succeed. Reading about the LDA reminded me of a book I read in another course, Being Heumann by Judy Heumann, that emphasizes the importance of access, dignity, and the belief that individuals with disabilities deserve full participation. Both the book and the principle push me to create a classroom that opens doors for my students rather than closes them.