Nonverbal ≠ Incapable: Breaking the Myth

One of the most damaging misconceptions in autism education is the belief that if a student is not or less verbal, they can’t learn. Too often, children who are nonverbal, or who rely on prompts or devices to communicate, are underestimated. They’re placed in classrooms with low expectations or given busywork because adults assume their silence means a lack of ability.

At Project Infinity, we know this couldn’t be further from the truth. Communication challenges do not define intelligence. When given the right strategies and supports, nonverbal and less verbal students are just as capable of making as much progress both academically, socially and with independent functioning. 

The Myth That Holds Students Back

In many schools, verbal participation is seen as the primary indicator of ability. If a student doesn’t answer questions aloud or engage in class discussions, it’s assumed they don’t understand. This false assumption leads to lowered expectations, missed opportunities, and classrooms where students are managed rather than meaningfully taught.

But silence does not equal incapability. It simply means that a student communicates differently.

Carly Weinberg, our founder, explains: “Oftentimes students with autism struggle verbally, whether they are nonverbal or prompt-dependent. When they can’t engage in a class verbally, it’s assumed they can’t do the skill. That assumption is wrong, and it’s why so many of our students thrive once they’re given other ways to show what they know.”

The Infinity Approach: Redefining Communication

At Project Infinity, we design classrooms that recognize participation  in every form. We use multiple communication pathways so students can demonstrate their understanding, even if speech isn’t their primary tool.

Some of the strategies we integrate include:

• AAC (Augmentative and Alternative Communication): Both low and high-tech  speech-generating tools that allow students to express themselves independently.

• Visual supports: Pictures, icons, and written prompts that help bridge comprehension and expression.

• Collaborative teaching: Speech therapists, OTs, and BCBAs working alongside teachers to support with the individualization of instruction as well as to ensure goals are reinforced across the school day.

• Response delays and prompt fading: Allowing time for a student to respond, avoiding “doing it for them,” ultimately to  teach independence step by step and systematically fading prompts to avoid prompt dependency

  
  

With these supports, students who were put in a box, once labeled “unable” begin to demonstrate what they truly know.

What It Looks Like in the Classroom

Imagine a student who doesn’t speak in class. In many  settings, they are often  given simplified work or excluded from group activities. At Project Infinity, that same student might use an AAC device to answer a science question, tap a visual choice board to express preferences, or show understanding through written or digital work.

The Parent Experience

Families often share that before coming to Project Infinity, their child was misunderstood. Teachers assumed silence meant inability, and progress stalled. Once enrolled here, those same parents hear very different updates:

• “He used his device to tell us he wanted to join group time.”

• “She participated in math and was given work that was age appropriate.”

• “He showed us he understood the story by pointing to the right pictures.”

For many families, it’s the first time they’ve seen their child’s intelligence recognized and valued.

Why This Matters

Breaking the myth that nonverbal means incapable is more than an educational philosophy, it’s a matter of equity and dignity. Every child deserves to be seen for their abilities, not dismissed because they aren’t participating in the way society deems as the norm.

When schools presume competence  and provide multiple avenues for expression, students thrive. They build confidence, independence, and the skills needed to succeed beyond the classroom. Parents gain the reassurance that their child is being challenged, supported, and celebrated; not underestimated.

Moving Beyond Assumptions

At Project Infinity, we refuse to equate speech with intelligence. We believe in creating classrooms where every student has a voice, whether that voice is spoken, typed, tapped, or signed.

If your child has ever been underestimated because they don’t communicate verbally, we invite you to experience a school that sees them differently.

Schedule a tour today and discover how Project Infinity helps nonverbal and less verbal students break barriers and show the world just how capable they truly are.