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**First Week of School Must‑Read:**

What if the biggest barrier to inclusive education isn’t a student’s behavior—but our misconceptions about movement and communication?

In “The Training I Wish I’d Had,” REV's founder Lisa Mihalich Quinn reflects on years of teaching nonspeaking autistic students—and what was missing in her training.

This one’s essential as we head into the new school year.

Comment "INCLUSIVE" for a link to the article!

**First Week of School Must‑Read:**

What if the biggest barrier to inclusive education isn’t a student’s behavior—but our misconceptions about movement and communication?

In “The Training I Wish I’d Had,” REV's founder Lisa Mihalich Quinn reflects on years of teaching nonspeaking autistic students—and what was missing in her training.

This one’s essential as we head into the new school year.

Comment "INCLUSIVE" for a link to the article!

We're adding a part-time Communication Teacher to our Gaithersburg team this fall, and the person we're looking for might be reading this, or might be someone you know.

Client hours are weekday afternoons, evenings, and Saturdays. That's when our families need us most, and it's the schedule this role is built around. Before any of that starts, new teachers complete fully paid training and a paid onboarding period working alongside our experienced team. You don't need a background in motor-based approaches to communication. You need experience with nonspeaking or partially speaking individuals, and you need to walk in presuming competence rather than waiting for proof.

Current and former classroom teachers, we especially want to hear from you.

Comment TEACH and we'll send the full description and application straight to your DMs. And if someone came to mind while you read this, tag them. Our best people have always come from this community.

#PresumeCompetence #NowHiring #TeacherJobs

Keywords: communication teacher jobs Maryland | part-time teaching jobs Gaithersburg MD | special education jobs Montgomery County | jobs working with nonspeaking students | AAC jobs | autism education jobs Maryland | evening and weekend teaching jobs | teacher career change | paid training teaching jobs

We're adding a part-time Communication Teacher to our Gaithersburg team this fall, and the person we're looking for might be reading this, or might be someone you know.

Client hours are weekday afternoons, evenings, and Saturdays. That's when our families need us most, and it's the schedule this role is built around. Before any of that starts, new teachers complete fully paid training and a paid onboarding period working alongside our experienced team. You don't need a background in motor-based approaches to communication. You need experience with nonspeaking or partially speaking individuals, and you need to walk in presuming competence rather than waiting for proof.

Current and former classroom teachers, we especially want to hear from you.

Comment TEACH and we'll send the full description and application straight to your DMs. And if someone came to mind while you read this, tag them. Our best people have always come from this community.

#PresumeCompetence #NowHiring #TeacherJobs

Keywords: communication teacher jobs Maryland | part-time teaching jobs Gaithersburg MD | special education jobs Montgomery County | jobs working with nonspeaking students | AAC jobs | autism education jobs Maryland | evening and weekend teaching jobs | teacher career change | paid training teaching jobs

What a difference it makes in our mindset and our teaching when we presume competence in our students and embrace the understanding that what may look like "bad behavior" is quite possibly the response of a brain-body disconnect.

Our student Ethan Statter wrote these words to share about his experience of disconnection and struggle between his brain and body.

Hero or Villain

Oftentimes in life, people experience feeling like a villain and a hero. This is something I feel quite often. I am a villain to myself, when I can’t control my body.

The brain body disconnect I feel is real. It’s hard to describe.

Imagine an angel and a devil. The angel is my brain telling me everything I want and need to do. The devil is my body losing control and taking over.

Imagine what this daily battle feels like, when you know right from wrong.

My brain is the hardest working part of my entire being. I gear up for the war against my body each day, wondering if they will ever agree.

The angel has to win.

I have to love my body but how can I when it’s in a constant battle against me. Who am I? Am I my brain or my body? I’m tired of being torn in two.

I need to give myself grace. The grace to succeed and permission to love myself, even in moments of weakness.

Notes from Ethan: I was inspired to write this poem when my brain and body were not cooperating with one another. The challenges nonspeaking autistic humans face can be tough. At times our bodies don't match our thoughts. Hence the devil and angel comparison. The brain body disconnect is something I write about frequently because it is misunderstood. I know the others in this community can relate. We have to stick together.

[id: a photograph of Ethan sitting with his arms and legs crossed, chin resting on his hands. He is gazing toward the ground. Some words from Ethan's portion of the caption are printed on the photo in white text with teal accents.]

What a difference it makes in our mindset and our teaching when we presume competence in our students and embrace the understanding that what may look like "bad behavior" is quite possibly the response of a brain-body disconnect.

Our student Ethan Statter wrote these words to share about his experience of disconnection and struggle between his brain and body.

Hero or Villain

Oftentimes in life, people experience feeling like a villain and a hero. This is something I feel quite often. I am a villain to myself, when I can’t control my body.

The brain body disconnect I feel is real. It’s hard to describe.

Imagine an angel and a devil. The angel is my brain telling me everything I want and need to do. The devil is my body losing control and taking over.

Imagine what this daily battle feels like, when you know right from wrong.

My brain is the hardest working part of my entire being. I gear up for the war against my body each day, wondering if they will ever agree.

The angel has to win.

I have to love my body but how can I when it’s in a constant battle against me. Who am I? Am I my brain or my body? I’m tired of being torn in two.

I need to give myself grace. The grace to succeed and permission to love myself, even in moments of weakness.

Notes from Ethan: I was inspired to write this poem when my brain and body were not cooperating with one another. The challenges nonspeaking autistic humans face can be tough. At times our bodies don't match our thoughts. Hence the devil and angel comparison. The brain body disconnect is something I write about frequently because it is misunderstood. I know the others in this community can relate. We have to stick together.

[id: a photograph of Ethan sitting with his arms and legs crossed, chin resting on his hands. He is gazing toward the ground. Some words from Ethan's portion of the caption are printed on the photo in white text with teal accents.]

At Reach Every Voice, we believe every student deserves access to learning and communication—no matter how they express themselves. We don’t stick to one method; we adapt to each learner’s strengths and goals.

This year, we’re offering curriculum guides, AI-powered lesson creation, live and recorded classes, plus training for parents and professionals.

Want the links? Comment “Learn with REV!” and we’ll send them your way.

[slide descriptions:
1: REV affirms all students deserve access to learning and communication.
2:REV adapts to each learner’s strengths, not one method.
3: Adapted curriculum guides make academics accessible for all students.
4: Adaptiverse offers AI-powered lesson creation for educators.
5: Live online classes connect students with real-time learning.
6: Recorded course archive provides flexible, on-demand access.
7: Training and resources support parents and professionals.
8: REV invites connection to support every learner’s growth.]

At Reach Every Voice, we believe every student deserves access to learning and communication—no matter how they express themselves. We don’t stick to one method; we adapt to each learner’s strengths and goals.

This year, we’re offering curriculum guides, AI-powered lesson creation, live and recorded classes, plus training for parents and professionals.

Want the links? Comment “Learn with REV!” and we’ll send them your way.

[slide descriptions:
1: REV affirms all students deserve access to learning and communication.
2:REV adapts to each learner’s strengths, not one method.
3: Adapted curriculum guides make academics accessible for all students.
4: Adaptiverse offers AI-powered lesson creation for educators.
5: Live online classes connect students with real-time learning.
6: Recorded course archive provides flexible, on-demand access.
7: Training and resources support parents and professionals.
8: REV invites connection to support every learner’s growth.]

Ethan has a full screen of typed content on his iPad. He also just made a choice on a whiteboard. Both are communication, and he decides which fits the moment.

Access means having the full range available, and agency means choosing among them without anyone ranking the modes for you.

Ethan says it best: “I can communicate in many big ways and no single way is best.”

Drop a comment: what does multimodal communication look like in your world?

#PresumeCompetence #MultimodalCommunication #AAC
Keywords: multimodal AAC | choice making communication | nonspeaking communicators | presume competence | communication access

Ethan has a full screen of typed content on his iPad. He also just made a choice on a whiteboard. Both are communication, and he decides which fits the moment.

Access means having the full range available, and agency means choosing among them without anyone ranking the modes for you.

Ethan says it best: “I can communicate in many big ways and no single way is best.”

Drop a comment: what does multimodal communication look like in your world?

#PresumeCompetence #MultimodalCommunication #AAC
Keywords: multimodal AAC | choice making communication | nonspeaking communicators | presume competence | communication access

Next week is the first week of school for some students in our area, and that's got us thinking about things our students have told us that we want to make sure we're sharing again.

In his series, "Dear Teachers," Nick shares his friends' words of wisdom for the educators working with nonspeaking and minimally speaking students.

Help us amplify their reach and share these posts.

Nick starts us off by sharing his own thoughts:

"Dear Teachers,

Hugely important to not equate speech with intelligence. If your students script and echo, believe they have the capacity for deeper thought and very real education, even if they can't yet tell you. You hold the literal keys to barriers that kept me from studying true topics in school: free others from counting and calendar time jail."

Nick Barry
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nick, a smiling man with short dark hair and an olive green shirt. He is wearing a TASH presenter badge on Mardi Gras beads. Nick's words are printed in white next to him. The words "listen to all voices" and the reach every voice website are at the top of the image]

Next week is the first week of school for some students in our area, and that's got us thinking about things our students have told us that we want to make sure we're sharing again.

In his series, "Dear Teachers," Nick shares his friends' words of wisdom for the educators working with nonspeaking and minimally speaking students.

Help us amplify their reach and share these posts.

Nick starts us off by sharing his own thoughts:

"Dear Teachers,

Hugely important to not equate speech with intelligence. If your students script and echo, believe they have the capacity for deeper thought and very real education, even if they can't yet tell you. You hold the literal keys to barriers that kept me from studying true topics in school: free others from counting and calendar time jail."

Nick Barry
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nick, a smiling man with short dark hair and an olive green shirt. He is wearing a TASH presenter badge on Mardi Gras beads. Nick's words are printed in white next to him. The words "listen to all voices" and the reach every voice website are at the top of the image]

Calling all investigators. This fall, Emma is leading Case Files: Cults & Conspiracies, an online group class digging into extreme groups and fringe beliefs, both historical and contemporary. Secret societies, UFOs, flat earth, and the psychology of how these movements pull people in.

It's equal parts fascinating subject matter and serious critical thinking practice: evaluating sources, spotting manipulation tactics, and asking better questions about what we're told.

This class is designed for communicators who use AAC, spelling, pointing, typing, and other modalities. All experience levels welcome. Every session is recorded and sent to registered participants, so you can still take part if live attendance isn't possible.

Saturdays at 12:00 PM Eastern / 9:00 AM Pacific, beginning September 19.

Comment INVESTIGATE and we'll send the registration link straight to your DMs.

#PresumeCompetence #AAC #InclusiveEducation

***
Keywords: online classes for nonspeaking students | AAC group classes | inclusive online learning | critical thinking for AAC users | cults and conspiracies class

Calling all investigators. This fall, Emma is leading Case Files: Cults & Conspiracies, an online group class digging into extreme groups and fringe beliefs, both historical and contemporary. Secret societies, UFOs, flat earth, and the psychology of how these movements pull people in.

It's equal parts fascinating subject matter and serious critical thinking practice: evaluating sources, spotting manipulation tactics, and asking better questions about what we're told.

This class is designed for communicators who use AAC, spelling, pointing, typing, and other modalities. All experience levels welcome. Every session is recorded and sent to registered participants, so you can still take part if live attendance isn't possible.

Saturdays at 12:00 PM Eastern / 9:00 AM Pacific, beginning September 19.

Comment INVESTIGATE and we'll send the registration link straight to your DMs.

#PresumeCompetence #AAC #InclusiveEducation

***
Keywords: online classes for nonspeaking students | AAC group classes | inclusive online learning | critical thinking for AAC users | cults and conspiracies class

The role of a communication partner supporting an AAC user looks different from other traditional school jobs or caregiving positions, especially once that role is framed within the context of ensuring the communication rights of nonspeaking students are being upheld and respected.

Today, our student Nick shares with us ways he envisions ethical support of AAC users by their communication and conversation partners.

Nick's Tips: advice from a nonspeaking autistic guy

5 different ways to be an ethical partner to AAC users

1: Ask before you share what I spell with you. You don't want every text you write shared on social media, do you? Then don't share a transcript of our conversations.

2: Prepare for things I tell you to differ from what I tell others. Would you say the same thing to your mom that you would say to your bestie? We all have inconsistencies in the stories we tell.

3: Grow the habit of not guessing the things I'm typing. My device already tries to predict my words. Don't do it too. It's just annoying.

4: Stop peeking at my device as I'm typing. I might be sharing something private.

5: Know that pressure to communicate with you is counterproductive. If you stress me out with your urgency to make it happen, it probably won't happen.

[id: 7 blue slides that include the five tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 5 different ways to be an ethical partner to AAC users" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

The role of a communication partner supporting an AAC user looks different from other traditional school jobs or caregiving positions, especially once that role is framed within the context of ensuring the communication rights of nonspeaking students are being upheld and respected.

Today, our student Nick shares with us ways he envisions ethical support of AAC users by their communication and conversation partners.

Nick's Tips: advice from a nonspeaking autistic guy

5 different ways to be an ethical partner to AAC users

1: Ask before you share what I spell with you. You don't want every text you write shared on social media, do you? Then don't share a transcript of our conversations.

2: Prepare for things I tell you to differ from what I tell others. Would you say the same thing to your mom that you would say to your bestie? We all have inconsistencies in the stories we tell.

3: Grow the habit of not guessing the things I'm typing. My device already tries to predict my words. Don't do it too. It's just annoying.

4: Stop peeking at my device as I'm typing. I might be sharing something private.

5: Know that pressure to communicate with you is counterproductive. If you stress me out with your urgency to make it happen, it probably won't happen.

[id: 7 blue slides that include the five tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 5 different ways to be an ethical partner to AAC users" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

How many students are being denied a real education and actual inclusion with their peers? Every student has a right to education with their peers.

How many schools will tell you that a diagnosis will drive a student's placement? Disability or diagnosis should NOT be used to determine placement.

"I used to spend every day in a self-contained autism classroom and it slowly became torture. The adults who worked with me were so kind but I was treated like a toddler no matter how many years passed. Finally getting access to age-appropriate education saved my life."

William Assimakopoulos, REV Student

[William, a young man with brown hair is wearing a teal Reach Every Voice t-shirt and smiling. His words from the quote above are printed in white text on the photograph.]

How many students are being denied a real education and actual inclusion with their peers? Every student has a right to education with their peers.

How many schools will tell you that a diagnosis will drive a student's placement? Disability or diagnosis should NOT be used to determine placement.

"I used to spend every day in a self-contained autism classroom and it slowly became torture. The adults who worked with me were so kind but I was treated like a toddler no matter how many years passed. Finally getting access to age-appropriate education saved my life."

William Assimakopoulos, REV Student

[William, a young man with brown hair is wearing a teal Reach Every Voice t-shirt and smiling. His words from the quote above are printed in white text on the photograph.]

🎉 Save 10% on Accessible Academics through August 31 with code: Summer26!

As the new school year begins, now is the perfect time to rethink what academic access can look like for every student.

Accessible Academics is a self-paced course packed with practical strategies for adapting real, age-appropriate curriculum for students with communication access needs.

Whether you're preparing your classroom or supporting students this year, now is a great time to invest in strategies that make a lasting impact.

Comment "let's go!" and we'll send you a link to the course page.

[Image ID: Graphic promoting the Accessible Academics course featuring a smartphone displaying course modules alongside three five-star participant testimonials about improving academic access for nonspeaking and minimally speaking students.]

🎉 Save 10% on Accessible Academics through August 31 with code: Summer26!

As the new school year begins, now is the perfect time to rethink what academic access can look like for every student.

Accessible Academics is a self-paced course packed with practical strategies for adapting real, age-appropriate curriculum for students with communication access needs.

Whether you're preparing your classroom or supporting students this year, now is a great time to invest in strategies that make a lasting impact.

Comment "let's go!" and we'll send you a link to the course page.

[Image ID: Graphic promoting the Accessible Academics course featuring a smartphone displaying course modules alongside three five-star participant testimonials about improving academic access for nonspeaking and minimally speaking students.]

Sensory motor differences often get mistaken for behaviors. When we label them purely as "behaviors," we are insinuating that our students are being difficult. In fact, their sensory systems are causing problems in their ability to maintain regulation and focus in that moment.

"Yes, controlling my body is sometimes too hard and I jump out of my chair or vocalize loudly. But the teachers and students have come to understand that I'm not intentionally misbehaving, but rather temporarily losing the battle between mind and body. They know that I am always listening. I can be jumping up and down and if the teacher asks me a question, I hear it and answer."
Mike Keller, college student

[id: a photo of Mike sitting behind a laptop. The words from his quote are typed on the left half of the photograph]

Sensory motor differences often get mistaken for behaviors. When we label them purely as "behaviors," we are insinuating that our students are being difficult. In fact, their sensory systems are causing problems in their ability to maintain regulation and focus in that moment.

"Yes, controlling my body is sometimes too hard and I jump out of my chair or vocalize loudly. But the teachers and students have come to understand that I'm not intentionally misbehaving, but rather temporarily losing the battle between mind and body. They know that I am always listening. I can be jumping up and down and if the teacher asks me a question, I hear it and answer."
Mike Keller, college student

[id: a photo of Mike sitting behind a laptop. The words from his quote are typed on the left half of the photograph]

August is here, and a new school year is right around the corner! ✏️☀️

Start the year with some new REV gear and rep the REV community wherever you go. 💙

🛍️ Shop REV swag at the link in our bio! Proceeds benefit @revaccessability

August is here, and a new school year is right around the corner! ✏️☀️

Start the year with some new REV gear and rep the REV community wherever you go. 💙

🛍️ Shop REV swag at the link in our bio! Proceeds benefit @revaccessability

Trevor kept this list short. It was not easy.

Nonspeaking friends, what made your cut?

#AAC #ActuallyAutistic #PresumeCompetence #NonspeakingVoices

Trevor kept this list short. It was not easy.

Nonspeaking friends, what made your cut?

#AAC #ActuallyAutistic #PresumeCompetence #NonspeakingVoices

Real talk: yesterday got away from me and I missed the Summit sessions I’d been most looking forward to. 🙈

If your week looks anything like mine, you already know the feeling. That’s exactly why I’m grateful for the All-Access Pass. The sessions are free while the summit runs, but they come down after, and the pass keeps all of it for life: 25 presenters across five days, plus downloads, transcripts, and bonus materials.

If you want to learn how we make grade-level learning accessible to every student, how to adapt without lowering the bar, come join us this week. And if today isn’t your day to watch a couple hours of really good content either, the pass has you covered whenever you get to it.

Comment ALLACCESS and I’ll send you the link. 💛
Huge thanks to Diana Fannon for putting this whole thing together.

#GradeLevelAccess #InclusiveEducation #AllAccessPass #PresumeCompetence

Real talk: yesterday got away from me and I missed the Summit sessions I’d been most looking forward to. 🙈

If your week looks anything like mine, you already know the feeling. That’s exactly why I’m grateful for the All-Access Pass. The sessions are free while the summit runs, but they come down after, and the pass keeps all of it for life: 25 presenters across five days, plus downloads, transcripts, and bonus materials.

If you want to learn how we make grade-level learning accessible to every student, how to adapt without lowering the bar, come join us this week. And if today isn’t your day to watch a couple hours of really good content either, the pass has you covered whenever you get to it.

Comment ALLACCESS and I’ll send you the link. 💛
Huge thanks to Diana Fannon for putting this whole thing together.

#GradeLevelAccess #InclusiveEducation #AllAccessPass #PresumeCompetence

The addition of a new caregiver can be a stressful event for anyone.

Today, Nick decided to focus on the importance of developing a feeling of safety when being supported by someone new.

Here are the latest #NicksTips: Advice from a Nonspeaking Guy

3 "must do" things to create a feeling of safety with new caregivers

1: Really have a keen eye. Observe me with people I trust. Ask lots of questions about what they do and why they do it.

2: Learn my medical needs. Be unwaveringly confident you can do what is necessary if I have a seizure or other emergency.

3: Honor my autonomy. You aren't my parent or my boss. I deserve to direct the support you provide.

[id: 65 teal slides that include the 3 tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 3 'must do' things to create a feeling of safety with new caregivers" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

The addition of a new caregiver can be a stressful event for anyone.

Today, Nick decided to focus on the importance of developing a feeling of safety when being supported by someone new.

Here are the latest #NicksTips: Advice from a Nonspeaking Guy

3 "must do" things to create a feeling of safety with new caregivers

1: Really have a keen eye. Observe me with people I trust. Ask lots of questions about what they do and why they do it.

2: Learn my medical needs. Be unwaveringly confident you can do what is necessary if I have a seizure or other emergency.

3: Honor my autonomy. You aren't my parent or my boss. I deserve to direct the support you provide.

[id: 65 teal slides that include the 3 tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 3 'must do' things to create a feeling of safety with new caregivers" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

Today's summit sessions gave me a lot to sit with. Breea Rosas has parents asking whether an IEP is trying to change the child's brain or change the child's world, and Kelsie Reed reminded everyone that you'd never scold a wilting plant for failing to be green. You'd check the soil. Every presenter kept landing on the environment as the thing that needs fixing, and it was good to hear that argument made five different ways in one day.

Want access to the full summit? Comment ALLACCESS and I'll send the link to your DMs.

#InclusiveEducation #IEPSummit #PresumeCompetence

Today's summit sessions gave me a lot to sit with. Breea Rosas has parents asking whether an IEP is trying to change the child's brain or change the child's world, and Kelsie Reed reminded everyone that you'd never scold a wilting plant for failing to be green. You'd check the soil. Every presenter kept landing on the environment as the thing that needs fixing, and it was good to hear that argument made five different ways in one day.

Want access to the full summit? Comment ALLACCESS and I'll send the link to your DMs.

#InclusiveEducation #IEPSummit #PresumeCompetence

Looking back at one of our favorite student spotlights.

Brock shared this incredible acrostic poem, "AMPLIFY," reminding us all of the importance of listening, understanding, and believing in every voice. His words continue to inspire us and reflect the power of communication.

Please help us AMPLIFY Brock's message by sharing it with someone who could use this reminder today.

Always listen
Mind our brains
Please understand
Learning
Is
Freeing
You can do it!

Every voice has something meaningful to say.

Looking back at one of our favorite student spotlights.

Brock shared this incredible acrostic poem, "AMPLIFY," reminding us all of the importance of listening, understanding, and believing in every voice. His words continue to inspire us and reflect the power of communication.

Please help us AMPLIFY Brock's message by sharing it with someone who could use this reminder today.

Always listen
Mind our brains
Please understand
Learning
Is
Freeing
You can do it!

Every voice has something meaningful to say.

What happens if we, as educators, assume our students aren't listening to us? Do we really say things around them that are in their best interests?

When we view students in our minds as not capable, we're less likely to treat them as competent learners. We are, however unintentionally, allowing our biases to restrict the opportunities we offer to them. And that’s dangerous.

How does that change if we assume our students are listening?

Are understanding us?

Are capable learners?

Our mindset changes and we approach things from a view of possibility. We’re less likely to allow our preconceived notions of our students' limitations to restrict the opportunities we provide.

And that’s why presuming competence is often called the least dangerous assumption.

Back in 1984, educator Anne Donnellan wrote about the concept of viewing presuming competence as the least dangerous assumption and concluded “we
should assume that poor performance is due to instructional inadequacy rather than to student deficits.”

Presuming competence is the least dangerous path for us to take, if we were proved wrong about our student’s abilities.

Our student, Ethan, shares, "People often assume I'm a lot less capable than I am because I don't speak. Part of my experience as an autistic student is being underestimated constantly."

[id: a teal and white graphic with Ethan's words. His picture, a smiling young man with dark hair, is in a circle to the bottom right of his words.]

What happens if we, as educators, assume our students aren't listening to us? Do we really say things around them that are in their best interests?

When we view students in our minds as not capable, we're less likely to treat them as competent learners. We are, however unintentionally, allowing our biases to restrict the opportunities we offer to them. And that’s dangerous.

How does that change if we assume our students are listening?

Are understanding us?

Are capable learners?

Our mindset changes and we approach things from a view of possibility. We’re less likely to allow our preconceived notions of our students' limitations to restrict the opportunities we provide.

And that’s why presuming competence is often called the least dangerous assumption.

Back in 1984, educator Anne Donnellan wrote about the concept of viewing presuming competence as the least dangerous assumption and concluded “we
should assume that poor performance is due to instructional inadequacy rather than to student deficits.”

Presuming competence is the least dangerous path for us to take, if we were proved wrong about our student’s abilities.

Our student, Ethan, shares, "People often assume I'm a lot less capable than I am because I don't speak. Part of my experience as an autistic student is being underestimated constantly."

[id: a teal and white graphic with Ethan's words. His picture, a smiling young man with dark hair, is in a circle to the bottom right of his words.]

Last call for Little Learners this summer! ☀️🌴
Registration closes Monday, July 27.

🔗 Link in bio to register!

Last call for Little Learners this summer! ☀️🌴
Registration closes Monday, July 27.

🔗 Link in bio to register!

Trevor is ready for their close-up.

The documentary premise is a joke. The premise behind it isn’t. Nonspeaking students are routinely required to demonstrate intelligence before anyone will teach them, a burden of proof no other group of learners carries. Speaking kids don’t sit for an entrance exam before someone teaches them to read.

Trevor spent years being underestimated before anyone taught them to point to letters and spell their real thoughts. The thoughts were always there. What changed was access.

Presume competence first. Teach first. The proof shows up when students are finally given something worth proving.

#PresumeCompetence #AAC #InclusiveEducation #Nonspeaking #CommunicationAccess

Trevor is ready for their close-up.

The documentary premise is a joke. The premise behind it isn’t. Nonspeaking students are routinely required to demonstrate intelligence before anyone will teach them, a burden of proof no other group of learners carries. Speaking kids don’t sit for an entrance exam before someone teaches them to read.

Trevor spent years being underestimated before anyone taught them to point to letters and spell their real thoughts. The thoughts were always there. What changed was access.

Presume competence first. Teach first. The proof shows up when students are finally given something worth proving.

#PresumeCompetence #AAC #InclusiveEducation #Nonspeaking #CommunicationAccess

Summer is the only season when your child’s learning isn’t being measured. That makes it the best time to work on access instead of output.

Next week I’m presenting at the Inclusive Schools and IEPs Summit on adapting grade-level learning without lowering the bar. We’ll look at what access really looks like in practice, including how to tell when an IEP is written around deficits instead of access.

Comment SUMMER and I’ll send the details to your DMs.

#PresumeCompetence #AAC #InclusiveEducation #IEP #SummerLearning

Summer is the only season when your child’s learning isn’t being measured. That makes it the best time to work on access instead of output.

Next week I’m presenting at the Inclusive Schools and IEPs Summit on adapting grade-level learning without lowering the bar. We’ll look at what access really looks like in practice, including how to tell when an IEP is written around deficits instead of access.

Comment SUMMER and I’ll send the details to your DMs.

#PresumeCompetence #AAC #InclusiveEducation #IEP #SummerLearning

We often get parents asking us how long it will take for their child to be able to communicate openly using stencils, letterboards, or keyboards. Or maybe they've been at it a while and feel like they're stuck and it's just not working. Is it time to give up?

Today, Nick approaches this topic from the perspective of someone who's been there; someone who once doubted his own ability to communicate openly: "I understood the assignment, lol, but my body moved on its own time. It only clicked with the right combo of piqued interest and a fantastic teacher."

So here are today's Nicks Tips.
Ideas to consider when you feel like giving up:

1: Take stock of your successes. Focusing on what is going well can help take the weight of your expectations.

2: Try a new angle. Take an unexpected approach to a special interest. My spelling breakthrough happened when a lesson on School House Rock kind of mixed my love of songs with behind the scenes history.

3: Find support. Working with a coach can make a difference. Getting feedback on your communication support is important.

4: Keep a growth mindset. Open communication has not happened YET.

[id: 6 teal slides that include the five tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 4 ideas to consider when you feel like giving up" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

We often get parents asking us how long it will take for their child to be able to communicate openly using stencils, letterboards, or keyboards. Or maybe they've been at it a while and feel like they're stuck and it's just not working. Is it time to give up?

Today, Nick approaches this topic from the perspective of someone who's been there; someone who once doubted his own ability to communicate openly: "I understood the assignment, lol, but my body moved on its own time. It only clicked with the right combo of piqued interest and a fantastic teacher."

So here are today's Nicks Tips.
Ideas to consider when you feel like giving up:

1: Take stock of your successes. Focusing on what is going well can help take the weight of your expectations.

2: Try a new angle. Take an unexpected approach to a special interest. My spelling breakthrough happened when a lesson on School House Rock kind of mixed my love of songs with behind the scenes history.

3: Find support. Working with a coach can make a difference. Getting feedback on your communication support is important.

4: Keep a growth mindset. Open communication has not happened YET.

[id: 6 teal slides that include the five tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 4 ideas to consider when you feel like giving up" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

We’re so busy doing our summer thing that we’re mostly forgetting to snap pics! Here are a handful of moments from the last week or two in Severna Park and Gaithersburg.

1: Daniel & Neil rocking matching hats in Severna Park

2: A little mid-afternoon vibe plate shake up for Lisa in Gaithersburg

3: A young learner tells us what he thinks of the vibe plate too

4: A packed morning group to discuss T Swift’s wedding with Nikki in Gaithersburg

5: Erin & Joel connecting in Co-Op

6: Tunes, smiles, and a sweatshirt because our A/C is no joke!

#EveryoneBelongs #PresumeCompetence #CommunicationAccess

We’re so busy doing our summer thing that we’re mostly forgetting to snap pics! Here are a handful of moments from the last week or two in Severna Park and Gaithersburg.

1: Daniel & Neil rocking matching hats in Severna Park

2: A little mid-afternoon vibe plate shake up for Lisa in Gaithersburg

3: A young learner tells us what he thinks of the vibe plate too

4: A packed morning group to discuss T Swift’s wedding with Nikki in Gaithersburg

5: Erin & Joel connecting in Co-Op

6: Tunes, smiles, and a sweatshirt because our A/C is no joke!

#EveryoneBelongs #PresumeCompetence #CommunicationAccess

Billions of people, thousands of years, and a handful of questions almost every religion tries to answer. Why are we here? What happens next? How should we treat each other?

Week 5 of the Virtual Summer Institute: Comparative Religions.

July 20 to July 24, join instructor Nikki Gruber Monday through Friday at 3:00 pm Eastern for a thoughtful introduction to the world's major religions: their origins, core beliefs, practices, and traditions. We'll explore where belief systems overlap, where they differ, and how faith has shaped history and society. Not to rank or resolve, but to build curiosity, respect, and real conversation about faith, culture, and humanity.

These classes are built for communicators who use AAC, spelling, pointing, typing, and every other way of getting a message across. Lessons run about an hour and are scaffolded so learners of all abilities can take part, with time for communication
practice and discussion with classmates.

Can't join live? The recording comes to you.
Registration closes 24 hours before each class.

Link in bio: www.reacheveryvoice.org/online-courses

#ComparativeReligions #PresumeCompetence #AAC

Billions of people, thousands of years, and a handful of questions almost every religion tries to answer. Why are we here? What happens next? How should we treat each other?

Week 5 of the Virtual Summer Institute: Comparative Religions.

July 20 to July 24, join instructor Nikki Gruber Monday through Friday at 3:00 pm Eastern for a thoughtful introduction to the world's major religions: their origins, core beliefs, practices, and traditions. We'll explore where belief systems overlap, where they differ, and how faith has shaped history and society. Not to rank or resolve, but to build curiosity, respect, and real conversation about faith, culture, and humanity.

These classes are built for communicators who use AAC, spelling, pointing, typing, and every other way of getting a message across. Lessons run about an hour and are scaffolded so learners of all abilities can take part, with time for communication
practice and discussion with classmates.

Can't join live? The recording comes to you.
Registration closes 24 hours before each class.

Link in bio: www.reacheveryvoice.org/online-courses

#ComparativeReligions #PresumeCompetence #AAC

Mark your calendar. 📅

On Wednesday, July 29, the Inclusive Schools & IEPs Summit spends the whole day on Access to Learning & Participation, and our founder Lisa Mihalich Quinn is part of the lineup.

She's in good company. That day brings together educators, a speech-language pathologist, a school psychologist, advocates, and consultants, including Dr. Vaish Sarathy, Jessie Meshaw, Leroy Smith, Courtney Burnett, Amber Moore, and your host, Dr. Diana Fannon.

Lisa's session, "Adapting Without Lowering the Bar," is about giving grade-level access to the learners schools find hardest to include, without watering down what they're asked to do. If you've ever wondered whether a child is getting real access or a softer version of the work, that hour is for you.

The whole summit is free!
July 27 to 31. Register now so Wednesday's on your calendar.

Register free at inclusiveschoolssummit.com (link in bio)

Want to keep the sessions after they air?

The All-Access Pass gives you lasting access to the full library, over $700 of resources for $97, through August 7th. Comment ALLACCESS and we'll send you the link. 💛

#CommunicationAccess #PresumeCompetence #InclusiveEducation

Mark your calendar. 📅

On Wednesday, July 29, the Inclusive Schools & IEPs Summit spends the whole day on Access to Learning & Participation, and our founder Lisa Mihalich Quinn is part of the lineup.

She's in good company. That day brings together educators, a speech-language pathologist, a school psychologist, advocates, and consultants, including Dr. Vaish Sarathy, Jessie Meshaw, Leroy Smith, Courtney Burnett, Amber Moore, and your host, Dr. Diana Fannon.

Lisa's session, "Adapting Without Lowering the Bar," is about giving grade-level access to the learners schools find hardest to include, without watering down what they're asked to do. If you've ever wondered whether a child is getting real access or a softer version of the work, that hour is for you.

The whole summit is free!
July 27 to 31. Register now so Wednesday's on your calendar.

Register free at inclusiveschoolssummit.com (link in bio)

Want to keep the sessions after they air?

The All-Access Pass gives you lasting access to the full library, over $700 of resources for $97, through August 7th. Comment ALLACCESS and we'll send you the link. 💛

#CommunicationAccess #PresumeCompetence #InclusiveEducation

Parents of young nonspeaking and minimally speaking kids get told to wait. Wait for stiller, calmer, more “ready.”

That advice costs kids years of language development they don’t get back.

Little Learners is our 4-day August intensive for ages 5 to 10 who are new to AAC or letterboarding. We also see young learners individually, year-round, in Gaithersburg and Severna Park.

Comment READY and we’ll send you the info.

#LittleLearners #AAC #PresumeCompetence

Parents of young nonspeaking and minimally speaking kids get told to wait. Wait for stiller, calmer, more “ready.”

That advice costs kids years of language development they don’t get back.

Little Learners is our 4-day August intensive for ages 5 to 10 who are new to AAC or letterboarding. We also see young learners individually, year-round, in Gaithersburg and Severna Park.

Comment READY and we’ll send you the info.

#LittleLearners #AAC #PresumeCompetence

Some learners get handed a softer version of the work without anyone deciding that's what should happen. The bar slides, one accommodation at a time, until a child who could do grade-level thinking stops being asked to.

That slide is what Lisa's session at the Inclusive Schools & IEPs Summit is about.
"Adapting Without Lowering the Bar" walks through a real grade-level lesson and shows how the same standard can open up four different ways, from a two-choice question to an open-ended one, with the expectation holding steady the whole way. Same objective, different doors. You'll leave able to tell, when you read a plan, whether a child is getting genuine access or a lowered bar, and with one question to bring to your next meeting.

It's free. Lisa presents Wednesday, July 29, in the Access to Learning & Participation strand, one of five themed days running July 27 to 31.

Register free at the link in our bio.

Want to keep the sessions after they air? The All-Access Pass gives you lasting access to the full library, over $700 of resources for $97, through August 7th. Comment ALLACCESS and we'll send you the link. 💛

#GradeLevelAccess #PresumeCompetence #IEP

Some learners get handed a softer version of the work without anyone deciding that's what should happen. The bar slides, one accommodation at a time, until a child who could do grade-level thinking stops being asked to.

That slide is what Lisa's session at the Inclusive Schools & IEPs Summit is about.
"Adapting Without Lowering the Bar" walks through a real grade-level lesson and shows how the same standard can open up four different ways, from a two-choice question to an open-ended one, with the expectation holding steady the whole way. Same objective, different doors. You'll leave able to tell, when you read a plan, whether a child is getting genuine access or a lowered bar, and with one question to bring to your next meeting.

It's free. Lisa presents Wednesday, July 29, in the Access to Learning & Participation strand, one of five themed days running July 27 to 31.

Register free at the link in our bio.

Want to keep the sessions after they air? The All-Access Pass gives you lasting access to the full library, over $700 of resources for $97, through August 7th. Comment ALLACCESS and we'll send you the link. 💛

#GradeLevelAccess #PresumeCompetence #IEP

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