Communication Instruction One-on-one, text-based AAC instruction for nonspeaking and partially speaking learners. Our state-certified teachers and trained communication specialists work with students to develop reliable communication using letterboards, keyboards, and other multimodal tools. In-Person Group Programs Small-group learning experiences including Co-Op, Summer Institute, Little Learners, and Tween/Teen Collaborative Learning Groups. Communication-centered, peer-based, capped at 4 to 8 students per group. Online Student Courses Live and recorded classes for students who type, spell, or point to communicate. Topics span academics, creative writing, current events, and more. Available individually or through a recorded class subscription. Adapted Curriculum and Lesson Library Downloadable, grade-level adapted lessons designed for nonspeaking and partially speaking students. Lessons use two-choice and open-response formats to make academic content accessible without reducing rigor. Communication Partner Training Intensive skill-building for families, paraprofessionals, and educators who support students using AAC. Covers board holding, prompting, regulation support, and building communicative trust. Professional Development for Educators Workshops, coaching, and recorded training for teachers, SLPs, and school teams. Topics include AAC integration, adapted instruction, inclusive classroom strategies, and presuming competence. Accessible Academics Online Course A self-paced, 10-week course for educators and parents. Learn strategies to adapt age-appropriate academic content for students who communicate by making choices, pointing, spelling, or typing. Phonics for Nonspeaking Learners Workshop A six-part workshop series blending Orton-Gillingham structured literacy with strategies for nonspeaking and minimally speaking learners using text-based AAC. Led by a trained OG instructor. School Consultation Collaborative consultation for school systems working to include nonspeaking students in general education settings. Includes classroom observation, staff training, IEP support, and adapted material development.

Yes. While many of our students are autistic, REV serves nonspeaking and partially speaking learners across a wide range of diagnoses and presentations, including cerebral palsy, Down syndrome, Rett syndrome, apraxia of speech, traumatic brain injury, genetic syndromes, and learners whose communication access needs are not associated with a specific diagnosis. What our students share is a need for reliable, text-based communication tools and partners trained to support them. The instructional approach is responsive to each individual learner's motor, sensory, and regulation profile, not to a diagnostic label.

REV works with learners from early childhood through adulthood. Our youngest students are around age four; we have students in their thirties and forties working on independent communication and academic access. We even have adults in their sixties building new communication strategies to support their agency and autonomy. Different programs are designed for different age ranges: Little Learners is designed for younger students ages 5-10. Tween/Teen Collaborative Learning Groups are intended for learners 11 - 16. In-person Co-Op and Summer Institute are intentionally designed to support learners of multiple age ranges but generally involve learners in middle school through early adulthood. One-on-one sessions, online courses, and adapted curriculum are available across all ages. If you are unsure which program is right for your learner, contact us at info@reacheveryvoice.org and we will help you find the right starting point.

We presume competence in every learner, including those whose support needs are described as significant, complex, or behaviorally challenging. Many of our students arrived at REV after being told by previous providers that they were not ready for academic instruction, that their behavior was a barrier to communication, or that they needed to demonstrate compliance before accessing communication tools. We disagree with that framing. Behavior is communication. Dysregulation often reflects unmet sensory, motor, or communication access needs. The work of building reliable communication is itself the work that addresses many of these challenges. That said, REV is not a crisis program, and we do not provide behavioral therapy, ABA, or psychiatric services. If a student requires specialized medical or psychiatric support, we can work alongside the providers offering it, but we are not a substitute for that care. During an initial evaluation, we will be honest with you about what REV can and cannot do for your specific learner.

It depends on the age and program. For all new communicators, parent or caregiver participation is essential to ensure communication carryover. Communication access should never be limited to a one-hour session or weekly group program. We require caregiver involvement so you can learn the skills you need to support communication outside of REV's offices. For younger children and new students, parent or caregiver presence is typically expected during early sessions so you can learn communication support strategies, practice between sessions, and support generalization at home. For older students and established sessions, parent presence varies. Some students benefit from a parent in the room; others communicate more freely without one. Your instructor will work with you to find the right configuration. For online sessions, a communication partner must be present in the room with the student to hold the letterboard or keyboard and provide motor support as needed. This is non-negotiable for text-based AAC instruction online. For in-person group programs and classes, most students attend group programs with a communication partner present. Some programs include partner coaching as part of the experience; others assume the partner already has foundational training. Specific expectations are noted on each program's registration page. Waiting Room Policy When your child is working with our staff in our office, we require a parent or caregiver to be present in our waiting room. With the teacher's agreement, parents or caregivers may step out, but they must remain within a five-minute drive and reachable by phone at all times.