When “Promoting Independence” Means Pulling Support Too Fast

Promoting independence is a good goal. It also has a sneaky evil twin: removing support and calling it independence.

The difference is whether the student has the skills, environment, practice, and monitoring needed to succeed. If support is faded thoughtfully, the student gains capacity. If support disappears too quickly, the student may lose access, safety, confidence, or participation.

Better practice asks what readiness looks like and how the team will know the student is actually becoming more independent.