Seeing the Light Within: A Fresh Approach to Speech Therapy
A phrase often tossed around in education and therapeutic spaces is, “Children are like blank slates, waiting to be written on.”
This implied reasoning is partially rooted in the 17th-century philosopher and physician John Locke’s theory of tabula rasa, suggesting that children come into the world with nothing, relying solely on the shaping of adults and sensory experiences to teach them all they need to know. Certainly, this isn’t a new idea now and wasn’t a new idea then but it is a rare idea working in the current atmosphere of my field. For me, a speech-language pathologist, this theory can go one of two ways; either comforting or daunting. If accepted blindly, it positions me and most of us in the therapeutic arts as gatekeepers of exclusive knowledge, tasked with sometimes the sole responsibility of shaping how young humans communicate, connect, and express themselves. That is such a heavy weight to bear if accepted fully.
The more years that have passed working with some of the seemingly most vulnerable populations have made me return to question these types of assumptions relentlessly. With each new client, I find myself taking a step back and observing how my perspective of their abilities has the potential to both limit and empower their growth. This has been an incredibly humbling experience; I implore you to similarly lay aside your assumptions momentarily and wade into the waters of uncertainty. Take a breath, grab a warm drink, and get comfortable in the shades of gray for a moment. I find myself in the gray area quite often. I recognize the unsettling feeling of uncertainty well. So let’s ask, what if this isn’t the full picture?
What if we proposed that children aren’t blank slates at all but canvases already painted with vivid, bold colors, brimming with potential that is waiting to be seen rather than to be imposed? I’m not sure how to write a definitive therapy plan around that or even a measurable goal but I think the concept demands consideration and contemplation.
The Power of Perspective
When assuming that children need to be taught everything and yes, I mean even those children who have the most severe forms of disabilities, possibly nonverbal, and might even have explosive behaviors, we risk overlooking the innate wisdom they already possess. I’m not pulling this out of thin air. Philosophers like Jean-Jacques Rousseau challenged Locke’s blank slate idea arguing that children are born inherently capable and good, with natural tendencies to flourish when nurtured in the right environment. Similarly, Maria Montessori, mother of the Montessori Method, believed that children are born with “absorbent minds,” uniquely tuned to the world around them in innate ways to intuitively learn from the environment.
I’ve often shared with my mom with a good dose of belief that if we left a group of four-year-olds unattended for a significant period they would begin to create their social order intuitively. The more capable children do naturally watch out for the less capable but this skill seems to lessen as they get older and I question why that is. I’ve seen the most fabulous examples of empathy and leadership from watching classrooms of four-year-olds that would rival and exceed the majority of adults running this country. Very possibly, if left alone more, all hell would not break loose, and instead an innate, and ordered system would be created for survival. I know this sounds crazy and bordering on recklessness but watching this phenomenon occur in moments of freedom in classrooms, daycares, and even with my children has made me question so much about my role as an adult in their lives. Am I cultivating empathy through intuition or am I confusing what is right and wrong by providing so many rules from the outside? I’m not asking for an entire paradigm shift right now but to just to consider the possibility that maybe everything about therapy and child development isn’t so cut and dry. Maybe even, not so scientifically based. There, I finally said out loud what I and a lot of us are beginning to wonder and with that confession, I can move ahead to grow.
This awareness hugely shifts our role as therapists. Instead of being instructors, we become guides, facilitators, and co-creators of a child’s unique human journey. Sure, we have great knowledge of techniques and proven strategies but how do we employ this knowledge and measure growth changes? When we tune into the subtle ways they communicate- the sparkle in their eyes when they’ve made a discovery, the rhythm of their laughter when they feel joy, the rapidly growing tension in their breathing when anxious, we see the organized and predictable yet quiet persistence to express themselves in ways we might not understand as adults. To not understand and to not know everything is ok. I would even venture to say that being aware of not knowing all the answers is the door to true wisdom.
In speech therapy, our perspective heavily shapes not only how we see our clients but also how they see themselves. When we approach a child as “broken,” or “lacking,” or dare I say, “delayed,” or even, “disordered,” they can sense it even beyond the words. Over time, this can erode their self-belief, limiting their growth and potential. Prognosis is only limited or expanded by words. When we assume competence in our young clients, we empower them to assume it in themselves. Acknowledging competence in anything works, even if it is only in smiling and sharing joy with someone else. Competence doesn’t need to be a big achievement like a percentage, it can even be in how the child has grown to show empathy by hugging a peer or sharing a beloved toy. Change can be difficult and even scary but by shifting the paradigm from “fixing” to “discovering,” we create space for children to explore their innate abilities, often surprising us with what they can accomplish.
This doesn’t mean ignoring challenges or avoiding teaching completely. It does mean we start from a place of respect for the child’s inner world. We learn to listen deeply-not just to their words (or attempts at them) but to their silence, their body language, and their energy. My work has taught me that every child comes into the world carrying their flame. Some might express it loudly while some only in whispers. Our role is not to ignite a child’s light, it’s already there, but to kindle it, to expand it, and to clear the path of obstacles that may dim its glow.
Challenging Dogma
Speech therapy, like many modern fields, is steeped in evidence-based practices and protocol. While these tools are valuable they should never replace the humanity of the work. Nothing is more human than connection and communication is at its basic level, connecting to others and the environment. The danger of dogma is that it can make us rigid, blinding us to the big picture and the nuances of each child’s unique experiences.
Instead, let’s become curious about our approach and incorporate new ideas with the old. Let’s permit ourselves to ask:
What if this child already knows more than I think they do?
How can I create an environment that invites them to share their wisdom with me?
How can I create moments of self-empowerment for them?
How can I encourage and acknowledge what they are good at?
What am I learning about myself and life from being with them?
In the end, speech therapy isn’t about shaping voices entirely; it’s about honoring the voice that is already there waiting to be heard. When we listen with an open heart and mind, those voices have the power to transform not only themselves but the entire world around them.