We offer one-on-one sessions for all ages to develop communication skills, build literacy, or reach specific goals (like using a keyboard). Start with an initial evaluation by one of our highly skilled staff. After that, we'll help you schedule with the right instructor. Email us at info@reacheveryvoice.org or use the form on the linked page to get started.

REV does not write IEPs, conduct IEP-eligible evaluations, or serve as a related service provider on a student's IEP. Those services are provided through your school district or through licensed clinicians and evaluators in your area. We do, however, offer extensive support to families and school teams navigating the IEP process: IEP review and consultation for families. We review existing IEPs and provide feedback on goal language, accommodations, communication access, and inclusion in general education. We can suggest revisions to draft goals, recommend accommodations specific to text-based AAC users, and help families prepare for IEP meetings. IEP meeting attendance. We can attend IEP meetings with families, either in person or virtually, to advocate for communication access and inclusive programming. School consultation. We work directly with school teams to support inclusion of nonspeaking students in general education classrooms, including classroom observation, staff training, and adapted material development. Communication partner training for paraprofessionals, aides, and educators identified in a student's IEP. Adapted curriculum and instructional materials that schools can use to provide grade-level access. Expert witness services for due process hearings and other legal proceedings involving access to communication and inclusive education. If you are seeking formal IEP-eligible evaluations, related services, or a special education placement, those services are provided through your school district. We can help you identify the right resource if you are not sure where to start. To discuss IEP support for your family or school team, contact us at info@reacheveryvoice.org or visit our consultation page.

Honest answer: it varies, and independence may not be the right goal. Communication development is not a linear timeline. Some learners develop fluent text-based communication within months. Others take years. Many learners progress in some areas (academic communication, structured tasks) more quickly than others (spontaneous social communication, emotional expression). Motor planning, regulation, sensory profile, prior instructional history, and access to consistent communication partners all influence the trajectory. We also want to challenge the framing of independence as the primary goal. Most communication, for everyone, is interdependent. Your communication relies on a shared language, attentive listeners, and social context. For nonspeaking learners using text-based AAC, the goal is reliable access to communication, with whatever level of motor, regulation, or partner support that requires. Some learners eventually communicate without partner support. Others always benefit from a trained partner present. Both are valid outcomes. Both are communication. What we can promise: with consistent practice and trained partners, students develop more reliable, more fluent, more self-directed communication over time. What that looks like for your specific learner is a conversation we will have throughout the work.

We are careful about outcome promises in this field, because too many programs promise more than they can deliver and families have been burned. Here is what we can say honestly. Students who work consistently with REV and have trained communication partners in their daily life typically develop: More reliable access to text-based communication Greater stamina and fluency over time Access to grade-level academic content they were previously denied A communication record that can be used in school, with family, and in advocacy Increased agency in their own lives Families and educators also frequently report a decrease in what is often labeled as "behavior" or dysregulation. We are not surprised by this. When learners gain reliable access to communication, and when the adults around them shift from talking down to age-appropriate, presumed-competent engagement, much of what was previously called behavior turns out to have been a response to inaccessible environments and unmet communication needs. We do not promise this outcome, because behavior has many causes and REV is not a behavioral program. We do see it often enough that it is worth naming. Here is what we will not promise: That communication will become "independent" on a specific timeline, or at all That every learner will reach the same level of fluency That progress will be linear or that there will not be plateaus and regressions That REV alone is sufficient; consistent support outside of sessions is essential Outcomes depend on the learner, the consistency of practice, the skill of communication partners outside of REV, and a range of factors none of us fully controls. We will be honest with you about what we are seeing in sessions and what we recommend.