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When Ryan types "Mindful Please Listening," he's not just practicing his communication skills —he's inviting the world to witness his thoughts. His AMPLIFY acrostic doesn't require complete sentences to convey profound meaning.

At REV, we celebrate every form of expression. Whether through creative writing, mathematics, or phonics, we're committed to helping nonspeaking students share the rich inner worlds they've always had.

Ryan's yearning to be heard reminds us why we do this work. Behind each carefully typed letter is a mind waiting to connect—if only we provide the right tools and truly listen.

With permission and respect, we share words from Ryan's journey as he builds his communication skills, one powerful keystroke at a time.

Autism
Mindful
Please
Listening
Imagine
Freeing
Yearning

Ryan Brunner
REV Student

[id: a photo of Ryan building the skills to communicate using a keyboard positioned on a slantboard. His communication partner is seated off to his side. Ryan's poem is printed on the bottom right corner of the photo]

#PresumeCompetence #Amplify #Poetry #Advocacy #Autism #NonSpeakingDoesNotEqualNonSpeaking

When Ryan types "Mindful Please Listening," he's not just practicing his communication skills —he's inviting the world to witness his thoughts. His AMPLIFY acrostic doesn't require complete sentences to convey profound meaning.

At REV, we celebrate every form of expression. Whether through creative writing, mathematics, or phonics, we're committed to helping nonspeaking students share the rich inner worlds they've always had.

Ryan's yearning to be heard reminds us why we do this work. Behind each carefully typed letter is a mind waiting to connect—if only we provide the right tools and truly listen.

With permission and respect, we share words from Ryan's journey as he builds his communication skills, one powerful keystroke at a time.

Autism
Mindful
Please
Listening
Imagine
Freeing
Yearning

Ryan Brunner
REV Student

[id: a photo of Ryan building the skills to communicate using a keyboard positioned on a slantboard. His communication partner is seated off to his side. Ryan's poem is printed on the bottom right corner of the photo]

#PresumeCompetence #Amplify #Poetry #Advocacy #Autism #NonSpeakingDoesNotEqualNonSpeaking

"Nonsense and hopeful songs run through my mind. Quite sure it's not nearly as hectic in most minds. Where else do hearing impaired angels, poor moutons from Le Petit Prince, and Billy Collins get to mingle together?" - c.l. lunn on "Nonsense & Hopeful Songs"

Join us this Saturday (7-10pm) for the opening night of our student c.l. lunn's groundbreaking solo exhibition at Lost Origins Gallery in Mt. Pleasant, D.C.!

As recently featured in The Washington Post, NBC4, and WUSA9, Charles’s powerful work challenges perceptions about nonspeaking artists while inviting viewers into a world of vibrant color and profound thought.

Can't make opening night? The exhibition runs May 17-June 8.

[Image Description: A collage showing c.l. lunn's art exhibit "Nonsense & Hopeful Songs" at Lost Origins Gallery. The left panel shows the artist standing in the gallery space surrounded by vibrant abstract paintings. The right panels display gallery owner and curator Jason Hammacher, co-curator Sarah Tanguy, the artist’s mother Lorie Peters Lauthier, the artist c.l.lunn, and Communication Specialist Lisa Mihalich Quinn making remarks at VIP night near the artwork. It offers information about the exhibition dates (May 17-June 8). A quote from the artist is featured at the top of the image.]

#NonspeakingArtist #AutisticCreativity #PresumeCompetence #ArtAsVoice #DCArts #CommunicationAccess

"Nonsense and hopeful songs run through my mind. Quite sure it's not nearly as hectic in most minds. Where else do hearing impaired angels, poor moutons from Le Petit Prince, and Billy Collins get to mingle together?" - c.l. lunn on "Nonsense & Hopeful Songs"

Join us this Saturday (7-10pm) for the opening night of our student c.l. lunn's groundbreaking solo exhibition at Lost Origins Gallery in Mt. Pleasant, D.C.!

As recently featured in The Washington Post, NBC4, and WUSA9, Charles’s powerful work challenges perceptions about nonspeaking artists while inviting viewers into a world of vibrant color and profound thought.

Can't make opening night? The exhibition runs May 17-June 8.

[Image Description: A collage showing c.l. lunn's art exhibit "Nonsense & Hopeful Songs" at Lost Origins Gallery. The left panel shows the artist standing in the gallery space surrounded by vibrant abstract paintings. The right panels display gallery owner and curator Jason Hammacher, co-curator Sarah Tanguy, the artist’s mother Lorie Peters Lauthier, the artist c.l.lunn, and Communication Specialist Lisa Mihalich Quinn making remarks at VIP night near the artwork. It offers information about the exhibition dates (May 17-June 8). A quote from the artist is featured at the top of the image.]

#NonspeakingArtist #AutisticCreativity #PresumeCompetence #ArtAsVoice #DCArts #CommunicationAccess

"You hear my voice." These words from Leah represent every human's desire to be truly understood.

At REV, we don't just teach communication—we create spaces where non-speaking learners feel seen, valued, and empowered to express their authentic selves.

At REV, we know our learners have a variety of regulation and sensory needs. And we meet them with calm, curiosity, and care—never stress or shame.

It helps our students shine.

Please share Leah's poem..because every voice deserves to be amplified.

Autism
Meaningful
Playful
Lovely
Incredible
Fabulous
You hear my voice.

Thank you for sharing your words with us, Leah!

#NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #CommunicationAccess #ReachEveryVoice #EveryVoiceMatters

[a photo of Leah holding a pencil and poking a letter on a stencil held by her communication partner. The words to her acrostic AMPLIFY poem are printed on top of the image.]

"You hear my voice." These words from Leah represent every human's desire to be truly understood.

At REV, we don't just teach communication—we create spaces where non-speaking learners feel seen, valued, and empowered to express their authentic selves.

At REV, we know our learners have a variety of regulation and sensory needs. And we meet them with calm, curiosity, and care—never stress or shame.

It helps our students shine.

Please share Leah's poem..because every voice deserves to be amplified.

Autism
Meaningful
Playful
Lovely
Incredible
Fabulous
You hear my voice.

Thank you for sharing your words with us, Leah!

#NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #CommunicationAccess #ReachEveryVoice #EveryVoiceMatters

[a photo of Leah holding a pencil and poking a letter on a stencil held by her communication partner. The words to her acrostic AMPLIFY poem are printed on top of the image.]

Have you ever gifted a book you feel is a must-read to a teacher, parent, or administrator only to find it goes unread because they don't have the time?

This book is the perfect solution to that problem. Diego Peña's Anatomy of Autism is a first-hand look into the life of a nonspeaking autistic student, and it's the perfect length to give to any teacher, parent, or administrator and know that it will be read.

Don't be fooled by the size - this book packs a BIG punch!

Want the link? Comment "Diego's book" here and we'll send it your way.

[id: a light teal background with a photograph of the cover of Anatomy of Autism next to words from the caption. The cover shows a young person's finger pointing to a letter on a board with the alphabet printed on it.]

#NonspeakingAutism #spellers #autsim #PresumeCompetence #CommunicationAccess #InclusiveEducation

Have you ever gifted a book you feel is a must-read to a teacher, parent, or administrator only to find it goes unread because they don't have the time?

This book is the perfect solution to that problem. Diego Peña's Anatomy of Autism is a first-hand look into the life of a nonspeaking autistic student, and it's the perfect length to give to any teacher, parent, or administrator and know that it will be read.

Don't be fooled by the size - this book packs a BIG punch!

Want the link? Comment "Diego's book" here and we'll send it your way.

[id: a light teal background with a photograph of the cover of Anatomy of Autism next to words from the caption. The cover shows a young person's finger pointing to a letter on a board with the alphabet printed on it.]

#NonspeakingAutism #spellers #autsim #PresumeCompetence #CommunicationAccess #InclusiveEducation

Autistic voices must be heard!

The first line of Casey's acrostic poem says it all. We're proud to continue to amplify our students' words. We invite you to share these posts to help us broaden their reach.

Autistic voices must be heard.
My life has changed with a pencil and stencils.
Please know I need this community to survive.
Learning happens when you open your ears.
I am ready for big changes.
Finding myself through spelling.
You have the ability to accept.

Casey
REV Student

#NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #ActuallyAutistic #Poetry #NothingAboutUsWithoutUs #ReachEveryVoice

[id: a photo of Casey, a young person with glasses, short dark hair, and a deep blue shirt on a sunny day with clear blue skies at the beach. Casey is standing where the waves meet the shore, turning to smile at the camera. The words from Casey's acrostic poem are printed on the image.]

Autistic voices must be heard!

The first line of Casey's acrostic poem says it all. We're proud to continue to amplify our students' words. We invite you to share these posts to help us broaden their reach.

Autistic voices must be heard.
My life has changed with a pencil and stencils.
Please know I need this community to survive.
Learning happens when you open your ears.
I am ready for big changes.
Finding myself through spelling.
You have the ability to accept.

Casey
REV Student

#NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #ActuallyAutistic #Poetry #NothingAboutUsWithoutUs #ReachEveryVoice

[id: a photo of Casey, a young person with glasses, short dark hair, and a deep blue shirt on a sunny day with clear blue skies at the beach. Casey is standing where the waves meet the shore, turning to smile at the camera. The words from Casey's acrostic poem are printed on the image.]

Many of the students we support have spent years frustrated and misunderstood at school.

Without a reliable method of communication, they're unable to demonstrate their knowledge or correct the assumptions the schools make about their intelligence, their intentions, and their behavior.

All this can lead to an ever-growing distrust of schools and educators.

Which is why when a student DOES feel hope and DOES hear that a school is willing to learn to support them, it hurts even more when the school doesn't follow through.

We're in a not-so-great place in a lot of schools right now where staffing shortages combined with ever-increasing workloads are making it hard for students' to have their needs met. It's part of a much bigger systemic problem both within schools and within our culture, which most certainly doesn't value and pay teacher like they should.

And yet. Despite these challenges, students' documented, legally-mandated services aren't always being provided.

We hope our student TJ's words, written in 2024 but still true today, are a good reminder for educators and administrators that trust can be hard to earn and it's even harder to repair once broken.

Here's TJ's "AMPLIFY" poem. We hope you'll share it with those in positions to start making systemic changes.

As you
Make
Promises to autistic students
Let's remember
If you don't
Follow through
You are complicit in their mistrust of schools.

[id: a photograph of TJ in which he (at his request) "looks grumpy." The words of his AMPLIFY acrostic poem are written in the bottom left of the image.]

#PresumeCompetence #Trust #SpecialEducation #teachers #SchoolAdministrators #DoBetter #NonspeakingAutism #AutisticStudent #NonspeakingDoesNotEqualNonthinking #CommunicationAccess #CommunicationIsAHumanRight #Autism

Many of the students we support have spent years frustrated and misunderstood at school.

Without a reliable method of communication, they're unable to demonstrate their knowledge or correct the assumptions the schools make about their intelligence, their intentions, and their behavior.

All this can lead to an ever-growing distrust of schools and educators.

Which is why when a student DOES feel hope and DOES hear that a school is willing to learn to support them, it hurts even more when the school doesn't follow through.

We're in a not-so-great place in a lot of schools right now where staffing shortages combined with ever-increasing workloads are making it hard for students' to have their needs met. It's part of a much bigger systemic problem both within schools and within our culture, which most certainly doesn't value and pay teacher like they should.

And yet. Despite these challenges, students' documented, legally-mandated services aren't always being provided.

We hope our student TJ's words, written in 2024 but still true today, are a good reminder for educators and administrators that trust can be hard to earn and it's even harder to repair once broken.

Here's TJ's "AMPLIFY" poem. We hope you'll share it with those in positions to start making systemic changes.

As you
Make
Promises to autistic students
Let's remember
If you don't
Follow through
You are complicit in their mistrust of schools.

[id: a photograph of TJ in which he (at his request) "looks grumpy." The words of his AMPLIFY acrostic poem are written in the bottom left of the image.]

#PresumeCompetence #Trust #SpecialEducation #teachers #SchoolAdministrators #DoBetter #NonspeakingAutism #AutisticStudent #NonspeakingDoesNotEqualNonthinking #CommunicationAccess #CommunicationIsAHumanRight #Autism

"...but my intrepid mom knew in her heart how smart I was..."

At Reach Every Voice, we celebrate all the moms and mom figures who believe in their children's potential and stop at nothing to help them gain access to communication, education, and the autonomy to direct their own lives.

#MothersDay #CommunicationAccess #PresumeCompetence #Moms

[id: a graphic with a red heart on a teal background. There are small, square photos making up the word mom. The Ms are composed of members of our REV student community. The O is composed of photos of the incredible women on our REV team. The quote shared in the post above, an excerpt from a blog written by Ethan Tucker, as well as the statement about us celebrating moms and mom figures are printed on the image as well]

"...but my intrepid mom knew in her heart how smart I was..."

At Reach Every Voice, we celebrate all the moms and mom figures who believe in their children's potential and stop at nothing to help them gain access to communication, education, and the autonomy to direct their own lives.

#MothersDay #CommunicationAccess #PresumeCompetence #Moms

[id: a graphic with a red heart on a teal background. There are small, square photos making up the word mom. The Ms are composed of members of our REV student community. The O is composed of photos of the incredible women on our REV team. The quote shared in the post above, an excerpt from a blog written by Ethan Tucker, as well as the statement about us celebrating moms and mom figures are printed on the image as well]

Are you listening to nonspeakers?
They are sharing their realities, refuting the incorrect things being declared about them.
We're doing our best to amplify their voices.

You can join us in this effort by sharing Ryan's poem.

Ryan, thank you for sharing your voice with us!

Actually nonspeakers
Making changes
Please Listen to us
Learn from my mind
I have so much to say
Feeling isolated is not an option
You know we can hear

[id: a photo of Ryan wearing a hoodie and smiling at the camera. He is sitting in the open back of his car, which is decorated with balloons and ghosts for a trunk or treat event. The words of Ryan's poem are printed on the photo]

#Poetry #ActuallyAutistic #RethinkAutism #PresumeCompetence #ListenToNonspeakers #NothingAboutUsWithoutUs #Autism #CommunicationAccess

Are you listening to nonspeakers?
They are sharing their realities, refuting the incorrect things being declared about them.
We're doing our best to amplify their voices.

You can join us in this effort by sharing Ryan's poem.

Ryan, thank you for sharing your voice with us!

Actually nonspeakers
Making changes
Please Listen to us
Learn from my mind
I have so much to say
Feeling isolated is not an option
You know we can hear

[id: a photo of Ryan wearing a hoodie and smiling at the camera. He is sitting in the open back of his car, which is decorated with balloons and ghosts for a trunk or treat event. The words of Ryan's poem are printed on the photo]

#Poetry #ActuallyAutistic #RethinkAutism #PresumeCompetence #ListenToNonspeakers #NothingAboutUsWithoutUs #Autism #CommunicationAccess

Recently, one of our followers asked for advice on what nonspeaking adults wished their teachers had done differently or how they would recommend teaching students who don't have a way to communicate reliably yet.

Nick tackles that question in his this set of #NicksTips. Here's what he shares.

1: Ditch symbol-swapping for objects. (PECS)
Pretty simple to access AAC now compared to when I was little. Why not start there?

2: Assume your students want to communicate more than just wants and needs. Give them access to rich vocabulary.

3: Let go of your preconceived notions of the silent still listener.
I can recite an entire episode of Veggie Tales and still listen. Read to your kids and let them stim. Speaking of stimming...

4: Please start seeing stimming as something that serves the student. Does it really matter if I go in little circles instead of sitting? Does it really matter if I flap my hands?

5: Like I'll say in every post... Presume Competence.
If you see your students as smart they will see themselves as smart.

[id: 5 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 better ways to teach nonspeaking little learners" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

#education #AutismEducation #PresumeCompetence #NicksTips #SpecialEducation #SpecialEducators #teachers #ActuallyAutistic #ReachEveryVoice

Recently, one of our followers asked for advice on what nonspeaking adults wished their teachers had done differently or how they would recommend teaching students who don't have a way to communicate reliably yet.

Nick tackles that question in his this set of #NicksTips. Here's what he shares.

1: Ditch symbol-swapping for objects. (PECS)
Pretty simple to access AAC now compared to when I was little. Why not start there?

2: Assume your students want to communicate more than just wants and needs. Give them access to rich vocabulary.

3: Let go of your preconceived notions of the silent still listener.
I can recite an entire episode of Veggie Tales and still listen. Read to your kids and let them stim. Speaking of stimming...

4: Please start seeing stimming as something that serves the student. Does it really matter if I go in little circles instead of sitting? Does it really matter if I flap my hands?

5: Like I'll say in every post... Presume Competence.
If you see your students as smart they will see themselves as smart.

[id: 5 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 better ways to teach nonspeaking little learners" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

#education #AutismEducation #PresumeCompetence #NicksTips #SpecialEducation #SpecialEducators #teachers #ActuallyAutistic #ReachEveryVoice

Ethan's powerful acrostic poem deserves to be shared.

Are you willing to admit how wrong you've been?
Maybe it's time to
Pack up your assumptions that
Largely embody ableist
Idea of how autistic
Functioning should mirror
Your neurotypical experience.

How does this poem sit with you? What thoughts come to mind for you when you read it?

Thank you, Ethan, for sharing your words with us.

[id: a photograph of Ethan, in sharp focus, leaning against the window. A green tree is blurred behind him. His poem is shared on top of the image with red accents to call attention to the word AMPLIFY spelled by the first words of each line.]

#AmplifyAutisticVoices #ActuallyAutistic #ableism #PresumeCompetence #RethinkAutism #NothingAboutUsWithoutUs

Ethan's powerful acrostic poem deserves to be shared.

Are you willing to admit how wrong you've been?
Maybe it's time to
Pack up your assumptions that
Largely embody ableist
Idea of how autistic
Functioning should mirror
Your neurotypical experience.

How does this poem sit with you? What thoughts come to mind for you when you read it?

Thank you, Ethan, for sharing your words with us.

[id: a photograph of Ethan, in sharp focus, leaning against the window. A green tree is blurred behind him. His poem is shared on top of the image with red accents to call attention to the word AMPLIFY spelled by the first words of each line.]

#AmplifyAutisticVoices #ActuallyAutistic #ableism #PresumeCompetence #RethinkAutism #NothingAboutUsWithoutUs

Fifteen years ago, a severe migraine left Anne Butler temporarily unable to speak-her mind clear but her words lost. This brief disconnect opened her eyes to the daily reality of many autistic students who face a brain-body disconnect, eager to communicate but unable to do so.

At Reach Every Voice, we believe in presuming competence and meeting every learner with empathy, respect, and unwavering belief in their potential.

Read more about how Anne's own experience with a disconnected brain and body helps her form trusting relationships with her students. Comment "Brain Body Disconnect" and we'll send you the link!

[id: a graphic featuring a photo of two humans holding hands. One is Anne, a teacher with shoulder length brown hair and one is her student with short brown hair. They are looking at each other. On the table with them are a laptop and communication tools.]

#BrainBodyDisconnect #RelationshipsMatter #PresumeCompetence #Apraxia #ListenToNonspeakers #RethinkAutism

Fifteen years ago, a severe migraine left Anne Butler temporarily unable to speak-her mind clear but her words lost. This brief disconnect opened her eyes to the daily reality of many autistic students who face a brain-body disconnect, eager to communicate but unable to do so.

At Reach Every Voice, we believe in presuming competence and meeting every learner with empathy, respect, and unwavering belief in their potential.

Read more about how Anne's own experience with a disconnected brain and body helps her form trusting relationships with her students. Comment "Brain Body Disconnect" and we'll send you the link!

[id: a graphic featuring a photo of two humans holding hands. One is Anne, a teacher with shoulder length brown hair and one is her student with short brown hair. They are looking at each other. On the table with them are a laptop and communication tools.]

#BrainBodyDisconnect #RelationshipsMatter #PresumeCompetence #Apraxia #ListenToNonspeakers #RethinkAutism

Trevor shares this powerful message asking everyone to be self-reflective in their "AMPLIFY" acrostic poem.

Ask if you learn from nonspeakers
Make it a
Point to seek out our voices.
Listen and change and apologize for what you got wrong.
If you're not willing to
Fix past disrespect
You can cause more harm.

[id: a photograph of Trevor, wearing red and black headphones, seated at a table pointing to letters on a transparent letterboard held by Lisa. The words from Trevor's acrostic are printed on the image in red and white text designed to make the word "AMPLIFY" stand out.]

#PresumeCompetence #ListenToNonspeakers #RethinkAutism #Spellers #NonSpeakingDoesNotEqualNonThinking #NothingAboutUsWithoutUs #ActuallyAutistic

Trevor shares this powerful message asking everyone to be self-reflective in their "AMPLIFY" acrostic poem.

Ask if you learn from nonspeakers
Make it a
Point to seek out our voices.
Listen and change and apologize for what you got wrong.
If you're not willing to
Fix past disrespect
You can cause more harm.

[id: a photograph of Trevor, wearing red and black headphones, seated at a table pointing to letters on a transparent letterboard held by Lisa. The words from Trevor's acrostic are printed on the image in red and white text designed to make the word "AMPLIFY" stand out.]

#PresumeCompetence #ListenToNonspeakers #RethinkAutism #Spellers #NonSpeakingDoesNotEqualNonThinking #NothingAboutUsWithoutUs #ActuallyAutistic

Most schools haven’t done the large-scale overhauls that truly incorporate universal design at a deep level and remove the barriers to inclusion, which are the reason we end up providing so many intensive (and expensive) individualized supports.

What if we designed school systems that planned for disability as a natural part of our communities from our learners' earliest days?

Ethan asks,

"Do the people who design school systems stop to think about how big the disability community will grow to be?

Anyone can become disabled at any time.

Wouldn't it make sense to design systems that include authentic disability representation from our earliest years?"

[id: a blue 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.]

#PresumeCompetence #UniversalDesign #Inclusion #Accessibility #DisabilityCommunity #InclusiveEducation #UDL

Most schools haven’t done the large-scale overhauls that truly incorporate universal design at a deep level and remove the barriers to inclusion, which are the reason we end up providing so many intensive (and expensive) individualized supports.

What if we designed school systems that planned for disability as a natural part of our communities from our learners' earliest days?

Ethan asks,

"Do the people who design school systems stop to think about how big the disability community will grow to be?

Anyone can become disabled at any time.

Wouldn't it make sense to design systems that include authentic disability representation from our earliest years?"

[id: a blue 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.]

#PresumeCompetence #UniversalDesign #Inclusion #Accessibility #DisabilityCommunity #InclusiveEducation #UDL

We're sharing Nadia's AMPLIFY acrostic today as a part of our work to help others learn from many autistic voices and lived experiences.

We're so thankful to our young poets who have been so graciously sharing their work with us. We hear them, and are proud to be amplifying their voices!

Advocate for us
Magnify our thoughts
People be louder
Listen attentively
It's fundamental
Feeling need to be heard
You are important

[id: Nadia stands in the woods in late fall facing a lake, smiling. There are brown leaves on the ground and most trees in the background are bare. Nadia's poem is printed in white text on the image with the first letter of each line in teal to highlight the word AMPLIFY.]

#autism #NonspeakingAutism #poetry #PresumeCompetence #Advocacy #ActuallyAutistic

We're sharing Nadia's AMPLIFY acrostic today as a part of our work to help others learn from many autistic voices and lived experiences.

We're so thankful to our young poets who have been so graciously sharing their work with us. We hear them, and are proud to be amplifying their voices!

Advocate for us
Magnify our thoughts
People be louder
Listen attentively
It's fundamental
Feeling need to be heard
You are important

[id: Nadia stands in the woods in late fall facing a lake, smiling. There are brown leaves on the ground and most trees in the background are bare. Nadia's poem is printed in white text on the image with the first letter of each line in teal to highlight the word AMPLIFY.]

#autism #NonspeakingAutism #poetry #PresumeCompetence #Advocacy #ActuallyAutistic

If you spend any time with us, you know we push back against the traditional medical/deficit model of disability.

We talk about it in our posts. Our students blog about it. We made sure it was a key point of the training we developed with Communication for Education.

And if you want to read another perspective, we highly recommend this book by two humans we adore: Meghan Ashburn and Jules Edwards.

In it, Jules dives into the issues with our current status quo and suggests different ways for viewing disability.

She writes, "Through the lens of the medical model of disability, disabled people are broken and must be fixed...and those that fall outside the norm are inferior. Disability is believed to be a flaw, defined by deficits. A linear world view also applies that linear thinking to autism - high functioning or low functioning. These functioning labels are arbitrarily assigned by people who learned a deficit-based checklist from a textbook based on observable behaviors, not based on first-hand experiences of autistic people themselves."

Find it on amazon:
https://a.co/d/67f0rB7

[id: a light teal background with a photograph of the cover of I Will Die on this Hill next to words from the caption. The cover shows an illustration of two women back to back, Meghan with blonde hair and glasses on the left and Jules with brown hair on the right.]

#neurodiversity #StrengthsBased #disability #advocacy #IWillDieOnThisHill

If you spend any time with us, you know we push back against the traditional medical/deficit model of disability.

We talk about it in our posts. Our students blog about it. We made sure it was a key point of the training we developed with Communication for Education.

And if you want to read another perspective, we highly recommend this book by two humans we adore: Meghan Ashburn and Jules Edwards.

In it, Jules dives into the issues with our current status quo and suggests different ways for viewing disability.

She writes, "Through the lens of the medical model of disability, disabled people are broken and must be fixed...and those that fall outside the norm are inferior. Disability is believed to be a flaw, defined by deficits. A linear world view also applies that linear thinking to autism - high functioning or low functioning. These functioning labels are arbitrarily assigned by people who learned a deficit-based checklist from a textbook based on observable behaviors, not based on first-hand experiences of autistic people themselves."

Find it on amazon:
https://a.co/d/67f0rB7

[id: a light teal background with a photograph of the cover of I Will Die on this Hill next to words from the caption. The cover shows an illustration of two women back to back, Meghan with blonde hair and glasses on the left and Jules with brown hair on the right.]

#neurodiversity #StrengthsBased #disability #advocacy #IWillDieOnThisHill

Hannah created this powerful acrostic poem with the word "AMPLIFY."

Hannah, thank you for sharing this with us! Even though you're an ocean away at the moment, you're still very much held in the hearts of our team at REV.

Please read Hannah's words, hear her voice, and AMPLIFY her message!

Ask dear friends to
Make it a
Point to
Listen to my words even though
I speak with my pointing
Fingers they
Yell louder than ignorance

[id: a photograph of Hannah holding an alphabet stencil. She is placing it on the table with a pile of other communication tools. The words from Hannah's acrostic are printed on the photo.]

#AmplifyAutisticVoices #PresumceCompetence #NonspeakingDoesNotEqualNonthinking #autism #CommunicationAccess #CommunicationIsAHumanRight #NonspeakingAutism #Poetry

Hannah created this powerful acrostic poem with the word "AMPLIFY."

Hannah, thank you for sharing this with us! Even though you're an ocean away at the moment, you're still very much held in the hearts of our team at REV.

Please read Hannah's words, hear her voice, and AMPLIFY her message!

Ask dear friends to
Make it a
Point to
Listen to my words even though
I speak with my pointing
Fingers they
Yell louder than ignorance

[id: a photograph of Hannah holding an alphabet stencil. She is placing it on the table with a pile of other communication tools. The words from Hannah's acrostic are printed on the photo.]

#AmplifyAutisticVoices #PresumceCompetence #NonspeakingDoesNotEqualNonthinking #autism #CommunicationAccess #CommunicationIsAHumanRight #NonspeakingAutism #Poetry

Thank you, Brock, for reminding us to look for the things we have in common.

"Dear Teachers,

I am the same as my peers except I spell my thoughts. Sometimes my body needs breaks. I am proud of who I am.

Brock
REV Student"

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Brock, a young man with short brown hair and a blue shirt. Brock'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]
#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Thank you, Brock, for reminding us to look for the things we have in common.

"Dear Teachers,

I am the same as my peers except I spell my thoughts. Sometimes my body needs breaks. I am proud of who I am.

Brock
REV Student"

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Brock, a young man with short brown hair and a blue shirt. Brock'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]
#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

We're moving out of April with a quote NOT from one of our students. As we move into May, we're going to continue amplifying our students' voices (because that's just what we do...) and we're also going to be sharing some must-read resources.

Today, we start with Sincerely, Your Autistic Child

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.

Thank you for joining us this month and sharing our students' voices so widely. Let's keep it up until all those who most need to see these posts have them sprinkled throughout their feeds.

#PresumeCompetence #autism #dysregulation #education #teachers #AutismEducation #schooladministrator

We're moving out of April with a quote NOT from one of our students. As we move into May, we're going to continue amplifying our students' voices (because that's just what we do...) and we're also going to be sharing some must-read resources.

Today, we start with Sincerely, Your Autistic Child

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.

Thank you for joining us this month and sharing our students' voices so widely. Let's keep it up until all those who most need to see these posts have them sprinkled throughout their feeds.

#PresumeCompetence #autism #dysregulation #education #teachers #AutismEducation #schooladministrator

There's this mistaken idea out there that people who talk about presuming competence believe that all nonspeaking kids are "locked in geniuses."

That's presuming KNOWLEDGE and it's not the same as presuming COMPETENCE.

We don't know what we don't know. A lot of times our students know so much more than we would suspect - because they've been listening to everyone talk about and around them for years - but there's a lot they don't know, particularly if they've been in a segregated classroom learning the same repetitive skills day after day for years on end.

So instead of assuming that they KNOW everything, we're assuming that they CAN LEARN anything.

This presumption of competence is the foundation of our Accessible Academics course. This is a self-paced, ten module course that starts with the ideas of presuming competence and understanding motor/movement differences and builds to explain and model how to adapt age-appropriate academic tasks for students who communicate by making choices.

Struggling on how to teach phonics to a nonspeaking student? We cover that.

Not sure how to have nonspeaking students with motor difficulties use visual representations to model math equations? (We see you GenX and Millennials who have NO IDEA about this new Common Core math...) We'll show you how to do that.

Stuck on how to give nonspeaking students a meaningful voice in the creative writing process? Yup. We do that, too.

Additionally, we have an entire module devoted to language you can use to ask for specific accommodations, supplementary services, and meaningful IEP goals that align to real objectives but are accessible to complex communicators.

The best part? Your course access never expires!

learn more or sign up at:
www.reacheveryvoice.org/accessible-academics-course

There's this mistaken idea out there that people who talk about presuming competence believe that all nonspeaking kids are "locked in geniuses."

That's presuming KNOWLEDGE and it's not the same as presuming COMPETENCE.

We don't know what we don't know. A lot of times our students know so much more than we would suspect - because they've been listening to everyone talk about and around them for years - but there's a lot they don't know, particularly if they've been in a segregated classroom learning the same repetitive skills day after day for years on end.

So instead of assuming that they KNOW everything, we're assuming that they CAN LEARN anything.

This presumption of competence is the foundation of our Accessible Academics course. This is a self-paced, ten module course that starts with the ideas of presuming competence and understanding motor/movement differences and builds to explain and model how to adapt age-appropriate academic tasks for students who communicate by making choices.

Struggling on how to teach phonics to a nonspeaking student? We cover that.

Not sure how to have nonspeaking students with motor difficulties use visual representations to model math equations? (We see you GenX and Millennials who have NO IDEA about this new Common Core math...) We'll show you how to do that.

Stuck on how to give nonspeaking students a meaningful voice in the creative writing process? Yup. We do that, too.

Additionally, we have an entire module devoted to language you can use to ask for specific accommodations, supplementary services, and meaningful IEP goals that align to real objectives but are accessible to complex communicators.

The best part? Your course access never expires!

learn more or sign up at:
www.reacheveryvoice.org/accessible-academics-course

We see this all the time in schools.

People are doing the same drills they've been doing since their students were in kindergarten and now they're in 10th grade.

They have the same IEP goals.

They're still working on the same basic tasks.

Don't we want to ask the question, WHY?

How would you feel if at the age of 5 and the age of 15 you were working on the same thing?

Is it really that you don't know what you're doing or have you become so disenfranchised in this entire "educational" process that you've just stopped caring?

Nick, who is now an adult, has been reflecting on things he wishes his teachers would have known, and he has this to share:

"There is no need to work on days of the week for years. Imagine the amount of time spent on that over the course of segregated students' lives that could have been used to teach real information. After you turn five or six you should be released from calendar time jail."

[id: a photo of Nick in a red sweatshirts, pointing to something on a whiteboard held by his communication partner Leslie. He is seated at a table in a classroom of other students and their support staff.]

#PresumeCompetence #autism #Inclusion #InclusiveEducation #EveryoneBelongs #RealEducation #ReachEveryVoice

We see this all the time in schools.

People are doing the same drills they've been doing since their students were in kindergarten and now they're in 10th grade.

They have the same IEP goals.

They're still working on the same basic tasks.

Don't we want to ask the question, WHY?

How would you feel if at the age of 5 and the age of 15 you were working on the same thing?

Is it really that you don't know what you're doing or have you become so disenfranchised in this entire "educational" process that you've just stopped caring?

Nick, who is now an adult, has been reflecting on things he wishes his teachers would have known, and he has this to share:

"There is no need to work on days of the week for years. Imagine the amount of time spent on that over the course of segregated students' lives that could have been used to teach real information. After you turn five or six you should be released from calendar time jail."

[id: a photo of Nick in a red sweatshirts, pointing to something on a whiteboard held by his communication partner Leslie. He is seated at a table in a classroom of other students and their support staff.]

#PresumeCompetence #autism #Inclusion #InclusiveEducation #EveryoneBelongs #RealEducation #ReachEveryVoice

Celebrate 10 Years of Learning, Connection, and Growth With Us!

This summer, we’re marking Reach Every Voice’s 10th Anniversary with an extra-special Virtual Summer Institute! Join Nikki for this dynamic six-week online series, designed exclusively for spellers and typers, where we’ll dive into exciting themes that challenge your thinking, spark creativity, and inspire meaningful connections.

🎨 Weekly Themes:
💡 Week 1: Science (⚡ Cue lightning Bolt!)
✊ Week 2: Art as Protest
🚀 Week 3: Career Quest (Dream big—what’s your future calling?)
📜 Week 4: History Unfiltered
🧘 Week 5: Mindful Moments (Pause, reflect, and find balance.)
📰 Week 6: In the News

💼 What to Bring: Your communication partner (CP), your boards, and all your enthusiasm!

📢 Affordable and Accessible:
We’re committed to keeping this series low-cost and accessible—each class is priced at just $19, meaning you can join each week's sessions for less than $100!

🗓 When: Six weeks packed with scaffolded communication opportunities, interactive discussions, and thought-provoking explorations.
Beginning June 30 and ending August 8
All classes start at 2:45pm Eastern / 11:45am Pacific

🌐 Where: Online—accessible from anywhere! All classes meet on zoom. Recordings will be provided to all registered participants. Find the link to register in our bio!

🎉 Let’s make this milestone summer truly unforgettable. Register now and join a thriving community of learners ready to grow, connect, and celebrate 10 incredible years of REV!

#REVSummerInstitute #10YearsStrong #AccessibleEducation #ReachEveryVoice #Spellers

[id: a graphic showing a photo of a young asian male student wearing orange headphones using a computer. The bottom 2/3 of the graphic includes information about the topics and details of summer virtual institute that are shared in the post above.]

Celebrate 10 Years of Learning, Connection, and Growth With Us!

This summer, we’re marking Reach Every Voice’s 10th Anniversary with an extra-special Virtual Summer Institute! Join Nikki for this dynamic six-week online series, designed exclusively for spellers and typers, where we’ll dive into exciting themes that challenge your thinking, spark creativity, and inspire meaningful connections.

🎨 Weekly Themes:
💡 Week 1: Science (⚡ Cue lightning Bolt!)
✊ Week 2: Art as Protest
🚀 Week 3: Career Quest (Dream big—what’s your future calling?)
📜 Week 4: History Unfiltered
🧘 Week 5: Mindful Moments (Pause, reflect, and find balance.)
📰 Week 6: In the News

💼 What to Bring: Your communication partner (CP), your boards, and all your enthusiasm!

📢 Affordable and Accessible:
We’re committed to keeping this series low-cost and accessible—each class is priced at just $19, meaning you can join each week's sessions for less than $100!

🗓 When: Six weeks packed with scaffolded communication opportunities, interactive discussions, and thought-provoking explorations.
Beginning June 30 and ending August 8
All classes start at 2:45pm Eastern / 11:45am Pacific

🌐 Where: Online—accessible from anywhere! All classes meet on zoom. Recordings will be provided to all registered participants. Find the link to register in our bio!

🎉 Let’s make this milestone summer truly unforgettable. Register now and join a thriving community of learners ready to grow, connect, and celebrate 10 incredible years of REV!

#REVSummerInstitute #10YearsStrong #AccessibleEducation #ReachEveryVoice #Spellers

[id: a graphic showing a photo of a young asian male student wearing orange headphones using a computer. The bottom 2/3 of the graphic includes information about the topics and details of summer virtual institute that are shared in the post above.]

We see this all the time in schools.

People are doing the same drills they've been doing since their students were in kindergarten and now they're in 10th grade.

They have the same IEP goals.

They're still working on the same basic tasks.

Don't we want to ask the question, WHY?

How would you feel if at the age of 5 and the age of 15 you were working on the same thing?

Is it really that you don't know what you're doing or have you become so disenfranchised in this entire "educational" process that you've just stopped caring?

This is a theme among the things our students share. So much so that this post and our next will both address it.

Gordy tells us, "Imagine spending every day from age 5 to 21 looking at clocks, coins, and colors. Are you bored enough to riot? Are you defeated enough to unravel your shorts and eat them? I’ve been there and it sucks. If I could change just one thing about education before I die, it would be the idea that nonspeaking people can’t handle real academics. Do better."

#Spellers #NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #RealEducation #education #inclusion #literacyforall

We see this all the time in schools.

People are doing the same drills they've been doing since their students were in kindergarten and now they're in 10th grade.

They have the same IEP goals.

They're still working on the same basic tasks.

Don't we want to ask the question, WHY?

How would you feel if at the age of 5 and the age of 15 you were working on the same thing?

Is it really that you don't know what you're doing or have you become so disenfranchised in this entire "educational" process that you've just stopped caring?

This is a theme among the things our students share. So much so that this post and our next will both address it.

Gordy tells us, "Imagine spending every day from age 5 to 21 looking at clocks, coins, and colors. Are you bored enough to riot? Are you defeated enough to unravel your shorts and eat them? I’ve been there and it sucks. If I could change just one thing about education before I die, it would be the idea that nonspeaking people can’t handle real academics. Do better."

#Spellers #NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #RealEducation #education #inclusion #literacyforall

Thank you to our student Ryan for shining a light on the importance of presuming competence.

"Dear Teachers,

I do not have an intellectual disability, I understand everything going on around me. You must presume competence in my knowledge and treat me my age. Please learn more about how damaging the word "behavior" can be. Brain body disconnect is real."

Ryan Brunner
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Ryan, a young man with short blonde hair and a blue shirt. Ryan'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]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Thank you to our student Ryan for shining a light on the importance of presuming competence.

"Dear Teachers,

I do not have an intellectual disability, I understand everything going on around me. You must presume competence in my knowledge and treat me my age. Please learn more about how damaging the word "behavior" can be. Brain body disconnect is real."

Ryan Brunner
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Ryan, a young man with short blonde hair and a blue shirt. Ryan'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]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Do we take time to learn about others who we perceive as different from ourselves?

When you get to know our students, they have a lot in common with their peers.

Brock shares with us,
"I am Brock. I am nine years old. I love swimming. Riding on my four wheelers. Having family vacations to Disney World. I am the same as many of you. I am also different. I do not speak the same way you do. I use a stencil to spell. I am a nonspeaker."

[id: a photo of Brock in a quarter zip collared shirt sitting with his hands folded in his lap amidst a backdrop of carrots and flowers. Brock's words from the caption are shared on the photo in white text with teal accents.]

#PresumeCompetence #spellers #NonspeakingDoesNotEqualNonthinking #inclusion #EveryoneBelongs #ReachEveryVoice

Do we take time to learn about others who we perceive as different from ourselves?

When you get to know our students, they have a lot in common with their peers.

Brock shares with us,
"I am Brock. I am nine years old. I love swimming. Riding on my four wheelers. Having family vacations to Disney World. I am the same as many of you. I am also different. I do not speak the same way you do. I use a stencil to spell. I am a nonspeaker."

[id: a photo of Brock in a quarter zip collared shirt sitting with his hands folded in his lap amidst a backdrop of carrots and flowers. Brock's words from the caption are shared on the photo in white text with teal accents.]

#PresumeCompetence #spellers #NonspeakingDoesNotEqualNonthinking #inclusion #EveryoneBelongs #ReachEveryVoice

Nick has some simple ways to be an ally to autistic people.

Nick's Tips: advice from a nonspeaking autistic guy

1: Follow autistic creators. There are so many diverse lived experiences among autistic people. Learn from as many as you can.

2: Share our voices; don't claim to be our voice. Unless you inhabit my body and mind, you can't know my thoughts and feelings.

3: Don't assume someone's speech is reliable. I'm scripting as I type this, but it's not what I'm thinking. You have to look past my speech to hear my voice.

4: Stop talking about heavy work of teaching autistic kids. Hearing constantly that you are a burden has lasting effects. If this pretty direct statement offends, try not to shut it out: teachers who need to be told how amazing they are for teaching 'tough' students like me, they should not be teaching.

5: Check yourself before commenting. Don't add to conversations in spaces where you see lots of autistic leaders. Maybe you will learn more by listening than by inserting your two cents.

[id: 7 melon-colored 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 simple ways to be an ally to autistic people" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

#ActuallyAutistic #AutisticAlly #AutismAwareness #ReachEveryVoice #NicksTips #advocacy #PresumeCompetence #autism #NonspeakingDoesNotEqualNonthinking #spellers #NothingAboutUsWithoutUs

Nick has some simple ways to be an ally to autistic people.

Nick's Tips: advice from a nonspeaking autistic guy

1: Follow autistic creators. There are so many diverse lived experiences among autistic people. Learn from as many as you can.

2: Share our voices; don't claim to be our voice. Unless you inhabit my body and mind, you can't know my thoughts and feelings.

3: Don't assume someone's speech is reliable. I'm scripting as I type this, but it's not what I'm thinking. You have to look past my speech to hear my voice.

4: Stop talking about heavy work of teaching autistic kids. Hearing constantly that you are a burden has lasting effects. If this pretty direct statement offends, try not to shut it out: teachers who need to be told how amazing they are for teaching 'tough' students like me, they should not be teaching.

5: Check yourself before commenting. Don't add to conversations in spaces where you see lots of autistic leaders. Maybe you will learn more by listening than by inserting your two cents.

[id: 7 melon-colored 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 simple ways to be an ally to autistic people" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

#ActuallyAutistic #AutisticAlly #AutismAwareness #ReachEveryVoice #NicksTips #advocacy #PresumeCompetence #autism #NonspeakingDoesNotEqualNonthinking #spellers #NothingAboutUsWithoutUs

So many of our students have what they call "unreliable" speech. They tell us that the words and sounds their mouths produce are not always reflective of what they truly want to be communicating in that moment.

People with verbal apraxia have difficulty planning and programming the moments required for purposeful speech. If you are someone who uses speech as their primary means of communication, chances are you've never thought about speech as a complex motor task.

Our student TJ has, though. And he's asking you to reflect on this.

"I want everyone in my world to list the tiny steps they take to speak. Like moving their tongues. Taming my speech feels a lot like that. Impossible to do."

[id: a photograph of TJ using a pencil to point to a letter on a letterboard held by his communication partner, Dalton.]

#apraxia #UnreliableSpeech #autism #ApraxiaOfSpeech #dyspraxia #PresumeCompetence #AugmentativeCommunication #CommunicationAccess #ReachEveryVoice

So many of our students have what they call "unreliable" speech. They tell us that the words and sounds their mouths produce are not always reflective of what they truly want to be communicating in that moment.

People with verbal apraxia have difficulty planning and programming the moments required for purposeful speech. If you are someone who uses speech as their primary means of communication, chances are you've never thought about speech as a complex motor task.

Our student TJ has, though. And he's asking you to reflect on this.

"I want everyone in my world to list the tiny steps they take to speak. Like moving their tongues. Taming my speech feels a lot like that. Impossible to do."

[id: a photograph of TJ using a pencil to point to a letter on a letterboard held by his communication partner, Dalton.]

#apraxia #UnreliableSpeech #autism #ApraxiaOfSpeech #dyspraxia #PresumeCompetence #AugmentativeCommunication #CommunicationAccess #ReachEveryVoice

If we don't make it our default practice to presume competence in our students, we will likely - however unintentionally - restrict the opportunities we provide them.

Presuming competence and providing opportunities consistent with high expectations is the LEAST DANGEROUS ASSUMPTION. Why? Because how terrible would it be if we didn't presume competence and we were proven incorrect?

And yes, this applies to EVERYONE. We need to see ALL individuals as capable learners, no matter the extent of their support needs.

image id: a gray background with teal and gray paint streaks. On it is a reminder pop up with the words shared above.

#PresumeCompetence
#InclusiveEducation #RethinkAutism #SpecialEducation #InclusionWorks #Autism #SpecialEducationTeachers #Inclusion #NonspeakingDoesNotEqualNonThinking

If we don't make it our default practice to presume competence in our students, we will likely - however unintentionally - restrict the opportunities we provide them.

Presuming competence and providing opportunities consistent with high expectations is the LEAST DANGEROUS ASSUMPTION. Why? Because how terrible would it be if we didn't presume competence and we were proven incorrect?

And yes, this applies to EVERYONE. We need to see ALL individuals as capable learners, no matter the extent of their support needs.

image id: a gray background with teal and gray paint streaks. On it is a reminder pop up with the words shared above.

#PresumeCompetence
#InclusiveEducation #RethinkAutism #SpecialEducation #InclusionWorks #Autism #SpecialEducationTeachers #Inclusion #NonspeakingDoesNotEqualNonThinking

We're big believers in multi-modal communication.

In addition to their keyboards and letterboards, our students may use their natural speech, an AAC device, sign, or even low-tech yes/no boards.

We're all multi-modal communicators - so why should we restrict our students to just one method of communication?

But we DO hold firm on the inclusion of an alphabet on AAC devices or a button on low-tech displays that says "I want my letterboard."

Why? While many basic wants and needs can be communicated in other ways, we all deserve access to a robust communication system that allows us to express our commentary, our observations, our jokes, and pretty much anything else we want to say.

Our student Ethan shares his perspective on why having access to a way to communicate beyond symbols is so important.

"Before I went to middle school, estimate that I spent six years trying really hard not to be autistic. My sweet, eager teachers asked me to point here or do this, apparently assuming that we could ABA the autism out of my body. I learned how to point so well, but what good does pointing do when the only things to point at are mostly symbols that show a vocabulary even a three year old would outgrow in a month?"

Teaching spelling and literacy to ALL students is crucial for true communication access. After all, having a keyboard means nothing if you've been denied real literacy instruction.

So TEACH IT, MODEL IT, USE IT. Make those 26 letters work for you!

[jd: a photo of Ethan as a 6th grader from above and behind. He is seated at a desk, typing on a keyboard that is connected to his iPad.]

#PresumeCompetence #26LettersInfinitePossibilities #spellers #LiteracyForAll #CommunicationChoice #MultimodalCommunication #education #inclusion #ReachEveryVoice

We're big believers in multi-modal communication.

In addition to their keyboards and letterboards, our students may use their natural speech, an AAC device, sign, or even low-tech yes/no boards.

We're all multi-modal communicators - so why should we restrict our students to just one method of communication?

But we DO hold firm on the inclusion of an alphabet on AAC devices or a button on low-tech displays that says "I want my letterboard."

Why? While many basic wants and needs can be communicated in other ways, we all deserve access to a robust communication system that allows us to express our commentary, our observations, our jokes, and pretty much anything else we want to say.

Our student Ethan shares his perspective on why having access to a way to communicate beyond symbols is so important.

"Before I went to middle school, estimate that I spent six years trying really hard not to be autistic. My sweet, eager teachers asked me to point here or do this, apparently assuming that we could ABA the autism out of my body. I learned how to point so well, but what good does pointing do when the only things to point at are mostly symbols that show a vocabulary even a three year old would outgrow in a month?"

Teaching spelling and literacy to ALL students is crucial for true communication access. After all, having a keyboard means nothing if you've been denied real literacy instruction.

So TEACH IT, MODEL IT, USE IT. Make those 26 letters work for you!

[jd: a photo of Ethan as a 6th grader from above and behind. He is seated at a desk, typing on a keyboard that is connected to his iPad.]

#PresumeCompetence #26LettersInfinitePossibilities #spellers #LiteracyForAll #CommunicationChoice #MultimodalCommunication #education #inclusion #ReachEveryVoice

In her "Dear Teachers" post, our student Danielle points to the importance of focusing on helping students build real relationships through meaningful education and viewing them as multifaceted individuals.

In addition to sharing her words here, Danielle has an amazing YouTube channel, Reaching Danielle's Voice. We'd love to share it with you!
Comment "Danielle" and we'll send you the link.

Here are Danielle's thoughts for teachers:

"Dear Teachers,

Are you wanting to help get your students to live full life with good relationships or are you trying to get compliance for drills to check off boxes on a list? Please focus on real relationships. Change belief that people with autism can’t form real connections. We most of us value meaningful connections, not a series of memorized drills or facts that don’t matter to anyone. We love to learn, but not just compliance, getting more empty praise for doing what some misguided research from the dark ages tried to validate.

Yes, it's easy to measure number of words someone says or how many times they come to table right when asked to, but what was never truly discussed was how we feel and think and learn things that help contribute to meaningful education. Many schools missed looking at quality of life and emotional state as well as medical issues that might be impacting individuals, especially when we could not verbally discuss ailments. It’s important to listen and look at these things now and always."

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Danielle, a young woman with long brown hair and a green shirt. She is wearing a LA baseball cap. Danielle's words are printed in white next to her. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess #ReachingDaniellesVoice

In her "Dear Teachers" post, our student Danielle points to the importance of focusing on helping students build real relationships through meaningful education and viewing them as multifaceted individuals.

In addition to sharing her words here, Danielle has an amazing YouTube channel, Reaching Danielle's Voice. We'd love to share it with you!
Comment "Danielle" and we'll send you the link.

Here are Danielle's thoughts for teachers:

"Dear Teachers,

Are you wanting to help get your students to live full life with good relationships or are you trying to get compliance for drills to check off boxes on a list? Please focus on real relationships. Change belief that people with autism can’t form real connections. We most of us value meaningful connections, not a series of memorized drills or facts that don’t matter to anyone. We love to learn, but not just compliance, getting more empty praise for doing what some misguided research from the dark ages tried to validate.

Yes, it's easy to measure number of words someone says or how many times they come to table right when asked to, but what was never truly discussed was how we feel and think and learn things that help contribute to meaningful education. Many schools missed looking at quality of life and emotional state as well as medical issues that might be impacting individuals, especially when we could not verbally discuss ailments. It’s important to listen and look at these things now and always."

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Danielle, a young woman with long brown hair and a green shirt. She is wearing a LA baseball cap. Danielle's words are printed in white next to her. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess #ReachingDaniellesVoice

If you've been underestimated and misunderstood, showing up and trying new things can be incredibly intimidating.

When people have misinterpreted your communication or judged your intelligence, it can feel easier or safer to stick with what you know. With what's comfortable.

But Nick, like so many of our students, shows up every day and puts in the work to make changes in his life.

We think that's brave. And so does Nick. Here's what he has to say about bravery.

"I make decisions every day to have my body and my mind challenged. This might not look like bravery, but it is the bravest thing I do. Most days the safe thing would be to disappear into my iPad in a flurry of YouTube. It takes an active decision to face the challenge of controlling my mind and body each and every day. Don’t assume bravery requires bravado. Even the smallest step takes courage."

[id: a photo of Nick pointing to a letterboard held by Nikki, his communication partner. They are seated at a table in REV's classroom. The words Nick shared in the post are printed on the image in white text with teal accents.]

#bravery #PresumeCompetence #BrainBodyDisconnect #apraxia #autism #NonspeakingDoesNotEqualNonthinking #spellers #NonspeakingAutism #ReachEveryVoice

If you've been underestimated and misunderstood, showing up and trying new things can be incredibly intimidating.

When people have misinterpreted your communication or judged your intelligence, it can feel easier or safer to stick with what you know. With what's comfortable.

But Nick, like so many of our students, shows up every day and puts in the work to make changes in his life.

We think that's brave. And so does Nick. Here's what he has to say about bravery.

"I make decisions every day to have my body and my mind challenged. This might not look like bravery, but it is the bravest thing I do. Most days the safe thing would be to disappear into my iPad in a flurry of YouTube. It takes an active decision to face the challenge of controlling my mind and body each and every day. Don’t assume bravery requires bravado. Even the smallest step takes courage."

[id: a photo of Nick pointing to a letterboard held by Nikki, his communication partner. They are seated at a table in REV's classroom. The words Nick shared in the post are printed on the image in white text with teal accents.]

#bravery #PresumeCompetence #BrainBodyDisconnect #apraxia #autism #NonspeakingDoesNotEqualNonthinking #spellers #NonspeakingAutism #ReachEveryVoice

Unlock Literacy for Every Voice — Now at Your Own Pace!

We’re thrilled to announce the self-paced launch of our popular Phonics for Nonspeakers workshop! 🎉

Are you an educator, therapist, or caregiver working with nonspeaking or minimally speaking individuals who use AAC or other multimodal communication? This recorded workshop is designed just for you.

Join Miranda Cobo, a trained Orton-Gillingham instructor, as she guides you through a 6-part series blending structured literacy with practical, evidence-based strategies tailored to nonspeaking learners. Miranda’s expertise brings together Orton-Gillingham’s renowned approach and text-based AAC strategies, empowering you to help every learner find their voice.

What you’ll discover:

*Evidence-based techniques to teach phonics skills to nonspeakers
*Multi-sensory activities integrating visual, tactile, and auditory learning
*Practical ways to embed phonics into AAC systems and daily routines
*Insights to boost confidence and motivation in nonspeaking learners

Workshop Sessions:
*Defining Phonics & Phonological Awareness
*Beginning, Middle, and Ending Sounds
*Rhyming
*Word Patterns
*Applying Word Patterns
*Creating a Phonics Lesson

Leave with actionable plans, adaptable resources, and the inspiration to help every learner express their full potential.

Empower communication. Expand opportunity. Raise the bar for nonspeaking learners.

Ready to get started? Comment "phonics" on this post to access the self-paced workshop and join a community committed to communication, education, and empowerment for all.

#ReachEveryVoice #AAC #LiteracyForAll #PhonicsForNonspeakers #CommunicationAccess #PresumeCompetence

[id: A graphic for Reach Every Voice’s “Teaching Phonics to Nonspeakers” 6-module workshop. The image announces the self-paced option now available and highlights key benefits, such as evidence-based techniques, multi-sensory approaches, AAC integration, and building learner confidence. The design features a smiling instructor holding a letterboard and a laptop screen displaying phonics materials.]

Unlock Literacy for Every Voice — Now at Your Own Pace!

We’re thrilled to announce the self-paced launch of our popular Phonics for Nonspeakers workshop! 🎉

Are you an educator, therapist, or caregiver working with nonspeaking or minimally speaking individuals who use AAC or other multimodal communication? This recorded workshop is designed just for you.

Join Miranda Cobo, a trained Orton-Gillingham instructor, as she guides you through a 6-part series blending structured literacy with practical, evidence-based strategies tailored to nonspeaking learners. Miranda’s expertise brings together Orton-Gillingham’s renowned approach and text-based AAC strategies, empowering you to help every learner find their voice.

What you’ll discover:

*Evidence-based techniques to teach phonics skills to nonspeakers
*Multi-sensory activities integrating visual, tactile, and auditory learning
*Practical ways to embed phonics into AAC systems and daily routines
*Insights to boost confidence and motivation in nonspeaking learners

Workshop Sessions:
*Defining Phonics & Phonological Awareness
*Beginning, Middle, and Ending Sounds
*Rhyming
*Word Patterns
*Applying Word Patterns
*Creating a Phonics Lesson

Leave with actionable plans, adaptable resources, and the inspiration to help every learner express their full potential.

Empower communication. Expand opportunity. Raise the bar for nonspeaking learners.

Ready to get started? Comment "phonics" on this post to access the self-paced workshop and join a community committed to communication, education, and empowerment for all.

#ReachEveryVoice #AAC #LiteracyForAll #PhonicsForNonspeakers #CommunicationAccess #PresumeCompetence

[id: A graphic for Reach Every Voice’s “Teaching Phonics to Nonspeakers” 6-module workshop. The image announces the self-paced option now available and highlights key benefits, such as evidence-based techniques, multi-sensory approaches, AAC integration, and building learner confidence. The design features a smiling instructor holding a letterboard and a laptop screen displaying phonics materials.]

Why are we sharing so many words and quotes from our students?

1) The world gets a LOT wrong about autism and autistic people. We're trying to share new perspectives.

2) The best way to learn is from autistic people themselves.

Nadia perfectly puts this into her own words.

"Quiet the received ideas you have about students who look and move like me. Really autism is an every sensory and ambient reality. Really who else knows except us?"

[id: a photograph of Nadia, wearing a green jacket, standing in a field of wildflowers. She feels the leaves between her fingers. Her words from post are shared in white text with red accents on the image.]

#autism #ActuallyAutistic #NothingAboutUsWithoutUs #LearnFromAutisticHumans

Why are we sharing so many words and quotes from our students?

1) The world gets a LOT wrong about autism and autistic people. We're trying to share new perspectives.

2) The best way to learn is from autistic people themselves.

Nadia perfectly puts this into her own words.

"Quiet the received ideas you have about students who look and move like me. Really autism is an every sensory and ambient reality. Really who else knows except us?"

[id: a photograph of Nadia, wearing a green jacket, standing in a field of wildflowers. She feels the leaves between her fingers. Her words from post are shared in white text with red accents on the image.]

#autism #ActuallyAutistic #NothingAboutUsWithoutUs #LearnFromAutisticHumans

Augmentative and Alternative Communication can change lives. Access to a robust AAC system that includes the 26 letters of the alphabet AND skilled instruction in how to use that system is crucial to opening more doors to meaningful, inclusive education.

This post was created when Ethan was finishing high school. He’s now enrolled in college and still working hard to achieve his goals!

"Finally learning to type opened doors. Now I go to my local high school, take age-appropriate classes with other teenagers and earn straight As. My sights are set on attending college in the future."
Ethan Tucker, high school student

[id: Two people shoulder to shoulder. The communication partner/educator beams with pride for the young man sitting next to her. The words that he wrote are in white and overlay a portion of the image.]

#PresumeCompetence #NonSpeakingDoesNotEqualNonThinking #ReachEveryVoice #InclusionWorks #RethinkAutism #Autism

Augmentative and Alternative Communication can change lives. Access to a robust AAC system that includes the 26 letters of the alphabet AND skilled instruction in how to use that system is crucial to opening more doors to meaningful, inclusive education.

This post was created when Ethan was finishing high school. He’s now enrolled in college and still working hard to achieve his goals!

"Finally learning to type opened doors. Now I go to my local high school, take age-appropriate classes with other teenagers and earn straight As. My sights are set on attending college in the future."
Ethan Tucker, high school student

[id: Two people shoulder to shoulder. The communication partner/educator beams with pride for the young man sitting next to her. The words that he wrote are in white and overlay a portion of the image.]

#PresumeCompetence #NonSpeakingDoesNotEqualNonThinking #ReachEveryVoice #InclusionWorks #RethinkAutism #Autism

"Dear Teachers,

I'm going to ask all teachers to listen more to the words shared by autistic people themselves than by the behavior "experts" in big name hospitals and private schools. As someone who only barely survived these systems, I think my experiences should matter to both teachers and parents. I'm someone who always requires lots of support, but I deserve to decide what that support looks like. Independence is not always the highest good: autonomy always is."

Trevor Byrd
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Trevor, a young person with short red hair and a red beard. Trevor is wearing red ear defenders and a gray hoodie over a blue shirt. They are holding their letterboard. Trevor's words are printed in white next to them. The words "listen to all voices" and the reach every voice website are at the top of the image]
#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess #Autonomy

"Dear Teachers,

I'm going to ask all teachers to listen more to the words shared by autistic people themselves than by the behavior "experts" in big name hospitals and private schools. As someone who only barely survived these systems, I think my experiences should matter to both teachers and parents. I'm someone who always requires lots of support, but I deserve to decide what that support looks like. Independence is not always the highest good: autonomy always is."

Trevor Byrd
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Trevor, a young person with short red hair and a red beard. Trevor is wearing red ear defenders and a gray hoodie over a blue shirt. They are holding their letterboard. Trevor's words are printed in white next to them. The words "listen to all voices" and the reach every voice website are at the top of the image]
#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess #Autonomy

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.]

#BrainBodyDisconnect #PresumeCompetence #apraxia #dyspraxia #autism #NonspeakingDoesNotEqualNonthinking #spellers #ReachEveryVoice

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.]

#BrainBodyDisconnect #PresumeCompetence #apraxia #dyspraxia #autism #NonspeakingDoesNotEqualNonthinking #spellers #ReachEveryVoice

Rather than claiming to be a "voice for the voiceless" or speaking over nonspeaking advocates, let's take a moment to amplify the advocacy work being done by nonspeaking and minimally speaking autistic individuals who also have high support needs, people who may at one point or another in their lives have been referred to as "severely autistic" or "profoundly autistic."

Nick has spent years of focused effort building his communication skills and now works to be a loud advocate to share his lived experiences with a wider audience. In this series of Nick's Tips, he shares 5 ways to be respectful of nonspeaking people.

We hope you'll share with everyone!

Nick's Tips: advice from a nonspeaking autistic guy.
5 ways to be respectful of nonspeaking people

1: Forget everything you think you know about autism unless you learned it from an autistic person.

2: Remember that autistic people can look like they aren't listening but may actually hear everything you say. (Unless they tune you out because you're boring or insulting)

3: You don't need to talk louder. Or slower. Or as if I'm a baby.

4: Right the wrongs you might have done. Say you’re sorry to folks you underestimated.

5: Learn from as many autistic folks as humanly possible.

[id: 7 light 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. 5 ways to be respectful of nonspeaking people" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

Hashtags used for visibility, not endorsement.

#Autism #ActuallyAutistic #Advocacy #NonspeakingAutism #NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #NicksTips #ReachEveryVoice #ProfoundAutism #NonverbalAutism #SevereAutism

Rather than claiming to be a "voice for the voiceless" or speaking over nonspeaking advocates, let's take a moment to amplify the advocacy work being done by nonspeaking and minimally speaking autistic individuals who also have high support needs, people who may at one point or another in their lives have been referred to as "severely autistic" or "profoundly autistic."

Nick has spent years of focused effort building his communication skills and now works to be a loud advocate to share his lived experiences with a wider audience. In this series of Nick's Tips, he shares 5 ways to be respectful of nonspeaking people.

We hope you'll share with everyone!

Nick's Tips: advice from a nonspeaking autistic guy.
5 ways to be respectful of nonspeaking people

1: Forget everything you think you know about autism unless you learned it from an autistic person.

2: Remember that autistic people can look like they aren't listening but may actually hear everything you say. (Unless they tune you out because you're boring or insulting)

3: You don't need to talk louder. Or slower. Or as if I'm a baby.

4: Right the wrongs you might have done. Say you’re sorry to folks you underestimated.

5: Learn from as many autistic folks as humanly possible.

[id: 7 light 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. 5 ways to be respectful of nonspeaking people" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]

Hashtags used for visibility, not endorsement.

#Autism #ActuallyAutistic #Advocacy #NonspeakingAutism #NonSpeakingDoesNotEqualNonThinking #PresumeCompetence #NicksTips #ReachEveryVoice #ProfoundAutism #NonverbalAutism #SevereAutism

What happens when we only provide praise for "doing work" and being productive?

What about when we try to mold children's play into something that looks like what we think it *should* look like?

One thing that happens is that we shape our students into humans who have a hard time understanding that relaxation and play are worthy endeavors, and they only find self-worth when they are busy or meeting demands set by another person.

Another thing that happens is that we fail to acknowledge that play exists in lots of forms. Play, by its very nature, is meant to be fun. And when we start telling our students how to play, we most definitely are taking the fun out of it.

And just like that, we're back where we began, reinforcing the idea that the only way to earn praise and feel worth is by doing things the way that someone else suggests we should.

Our student Nick shares about his experience trying to find enjoyment as a young student and his recognition that we all deserve to play in the ways we choose.

"In my school years, I struggled to do fun things and not feel guilty.
My little life centered on task lists. Doing your work earned the highest praise.
Hard to enjoy downtime if you are never told that how you play is okay.
People play in lots of strange ways.
Everyone deserves to have fun.
Find what brings you joy and celebrate it."

[id: a photo of Nick standing side by side with Elmo, who is wearing a skeleton costume. Nick is grinning. His words from the caption are shared on top of the photo in white text with red accents.]

#ActuallyAutistic #AutisticPlay #PlayIsImportant #FindYourJoy #ReachEveryVoice #autism

What happens when we only provide praise for "doing work" and being productive?

What about when we try to mold children's play into something that looks like what we think it *should* look like?

One thing that happens is that we shape our students into humans who have a hard time understanding that relaxation and play are worthy endeavors, and they only find self-worth when they are busy or meeting demands set by another person.

Another thing that happens is that we fail to acknowledge that play exists in lots of forms. Play, by its very nature, is meant to be fun. And when we start telling our students how to play, we most definitely are taking the fun out of it.

And just like that, we're back where we began, reinforcing the idea that the only way to earn praise and feel worth is by doing things the way that someone else suggests we should.

Our student Nick shares about his experience trying to find enjoyment as a young student and his recognition that we all deserve to play in the ways we choose.

"In my school years, I struggled to do fun things and not feel guilty.
My little life centered on task lists. Doing your work earned the highest praise.
Hard to enjoy downtime if you are never told that how you play is okay.
People play in lots of strange ways.
Everyone deserves to have fun.
Find what brings you joy and celebrate it."

[id: a photo of Nick standing side by side with Elmo, who is wearing a skeleton costume. Nick is grinning. His words from the caption are shared on top of the photo in white text with red accents.]

#ActuallyAutistic #AutisticPlay #PlayIsImportant #FindYourJoy #ReachEveryVoice #autism

Many well-meaning people (family, teachers, behaviorists) completely misunderstand the behaviors of autistic individuals, and it often leads to people giving up.

Challenging behaviors are often seen as volitional defiance ("he refuses to sit," "she won't do what I asked") and can lead to teachers or parents saying, "That's it. I'm done. If they don't want to do it, we're not doing it."

It sometimes pushes people to the opposite extreme - the power struggle, the "we're going to sit here until you do this!" or the idea that you have to just finish the thing you said you were going to do (a page, three math problems).

Instead of continuing with our agenda or giving up, we - as parents, teachers, and communication partners - need to listen to and respect feelings of anxiety and dysregulation.

Certain "behaviors" are actually coping responses. In her book, Beyond Behaviors, Mona Delahooke writes, "we fail to recognize that many behaviors represent the body response to stress." They're ways of compensating for and dealing with a body that experiences sensory and motor differences.

We need to remember that our students don't want to give us a hard time, they're HAVING a hard time.

image ID: a two-tone teal graphic of a speech bubble. The words printed on top say, "We need to stop assuming that we know the real motivations behind the individual actions of people who don't have a reliable way to communicate.

@monadelahooke
#presumecompetence
#coregulationbeforeregulation
#regulation
#strengthsbasedapproach
#beyondbehaviors
#communicationaccess

Many well-meaning people (family, teachers, behaviorists) completely misunderstand the behaviors of autistic individuals, and it often leads to people giving up.

Challenging behaviors are often seen as volitional defiance ("he refuses to sit," "she won't do what I asked") and can lead to teachers or parents saying, "That's it. I'm done. If they don't want to do it, we're not doing it."

It sometimes pushes people to the opposite extreme - the power struggle, the "we're going to sit here until you do this!" or the idea that you have to just finish the thing you said you were going to do (a page, three math problems).

Instead of continuing with our agenda or giving up, we - as parents, teachers, and communication partners - need to listen to and respect feelings of anxiety and dysregulation.

Certain "behaviors" are actually coping responses. In her book, Beyond Behaviors, Mona Delahooke writes, "we fail to recognize that many behaviors represent the body response to stress." They're ways of compensating for and dealing with a body that experiences sensory and motor differences.

We need to remember that our students don't want to give us a hard time, they're HAVING a hard time.

image ID: a two-tone teal graphic of a speech bubble. The words printed on top say, "We need to stop assuming that we know the real motivations behind the individual actions of people who don't have a reliable way to communicate.

@monadelahooke
#presumecompetence
#coregulationbeforeregulation
#regulation
#strengthsbasedapproach
#beyondbehaviors
#communicationaccess

We're about 2/3 of the way through April, recognized widely as #AutismAwarenessMonth / #AutismAcceptanceMonth, and we want to take a minute to remind everyone that amplifying autistic voices and reconsidering the spaces we're creating should continue every day, every month.

Our student Ryan reflects on this month:

I want to acknowledge this month and how my ability as a non-speaker can teach others.

I am a human just like all of you. I have a beautiful incredible mind that is capable of so much.

I want to show the world how my brain works. Really trying to dig down deep and find the understanding myself.

I have learned to grow in a world where I am misunderstood. I am asking others to give me the same space and grow with me.

I want to live in a world where spelling or typing to communicate is the norm. I want it to be authentically accepted in every area of my life.

I want others to find the right communication partner to work with.

I want to build real relationships with others in this community.

I need to be seen and understood always, not just this month.

[id: a photo of Ryan on a beach with trees behind him. The sunlight is hitting his face as he looks pensively up toward the sky. His words, "I have learned to grow in a world where I am misunderstood. I am asking others to give me the same space and grow with me." are printed on the image to the left of his face in white letters with blue accents.]

#PresumeCompetence #AccessibleSpaces #ReachEveryVoice #ActuallyAutistic

We're about 2/3 of the way through April, recognized widely as #AutismAwarenessMonth / #AutismAcceptanceMonth, and we want to take a minute to remind everyone that amplifying autistic voices and reconsidering the spaces we're creating should continue every day, every month.

Our student Ryan reflects on this month:

I want to acknowledge this month and how my ability as a non-speaker can teach others.

I am a human just like all of you. I have a beautiful incredible mind that is capable of so much.

I want to show the world how my brain works. Really trying to dig down deep and find the understanding myself.

I have learned to grow in a world where I am misunderstood. I am asking others to give me the same space and grow with me.

I want to live in a world where spelling or typing to communicate is the norm. I want it to be authentically accepted in every area of my life.

I want others to find the right communication partner to work with.

I want to build real relationships with others in this community.

I need to be seen and understood always, not just this month.

[id: a photo of Ryan on a beach with trees behind him. The sunlight is hitting his face as he looks pensively up toward the sky. His words, "I have learned to grow in a world where I am misunderstood. I am asking others to give me the same space and grow with me." are printed on the image to the left of his face in white letters with blue accents.]

#PresumeCompetence #AccessibleSpaces #ReachEveryVoice #ActuallyAutistic

Ethan focuses on the idea of presuming competence in his "Dear Teachers" post.

He shares,

"Dear Teachers,

Talking at me and down to me isn't cool. I have working ears and a very smart brain. Trust in my abilities."

Ethan Tucker
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Ethan, a young man with short brown hair. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Ethan focuses on the idea of presuming competence in his "Dear Teachers" post.

He shares,

"Dear Teachers,

Talking at me and down to me isn't cool. I have working ears and a very smart brain. Trust in my abilities."

Ethan Tucker
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Ethan, a young man with short brown hair. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

There have been a lot of questions / comments in different groups asking if text-based communication (spelling, pointing, typing) is really a good option if individuals use their natural speech in ways others perceive as “functional.”

Nick’s lived experience is crucial to understanding why we need to introduce AAC / other forms of communication to folks who may appear at first glance to have no need for assistive tech.

In a blog that includes the words in this post, Nick writes,
Have you ever had a word or song stuck in your head?

It isn’t that you want to look at a new car but you can’t stop singing the Cars 4 Kids jingle. You both don’t want a new credit card and don’t intend to change banks but you can’t stop hearing, “what’s in YOUR wallet?”

Chances are anyone who heard you humming or decrying the stuckness of the jingle just empathized with your frustration and continued to speak to you as usual.
This is not the case if you are autistic.

My brain and speech are stuck in a continuous loop of repeating scripts from cartoons I watched as a kid. I can’t stop my mouth. I’m scripting dumb Thomas the Tank words as I type this.

I am getting rather tired of people hearing my repeated scripts and assuming I don’t really understand.

The truth is I don’t care about trains but I had the bad luck of hearing these catchy shows when my brain was young and malleable.

My speech goes beyond what I think of as unreliable. To me it is reliably annoying.
Until I learned to type my thoughts the whole world believed my capacity to think and learn was far gone. Now that I can show otherwise my life is becoming more full.

My point is that my collection of sayings and songs has probably kept people from believing I am smart.

Until someone has a way to really communicate, take their scripts in stride and speak to them like they understand everything you say"

[id: a photo of Nick from behind, typing on a bluetooth keyboard hooked up to his iPad. Some of his words from the caption are shared on the post.]

#PresumeCompetence #NonspeakingDoesNotEqualNonthinking #spellers #ReachEveryVoice #RethinkAutism

There have been a lot of questions / comments in different groups asking if text-based communication (spelling, pointing, typing) is really a good option if individuals use their natural speech in ways others perceive as “functional.”

Nick’s lived experience is crucial to understanding why we need to introduce AAC / other forms of communication to folks who may appear at first glance to have no need for assistive tech.

In a blog that includes the words in this post, Nick writes,
Have you ever had a word or song stuck in your head?

It isn’t that you want to look at a new car but you can’t stop singing the Cars 4 Kids jingle. You both don’t want a new credit card and don’t intend to change banks but you can’t stop hearing, “what’s in YOUR wallet?”

Chances are anyone who heard you humming or decrying the stuckness of the jingle just empathized with your frustration and continued to speak to you as usual.
This is not the case if you are autistic.

My brain and speech are stuck in a continuous loop of repeating scripts from cartoons I watched as a kid. I can’t stop my mouth. I’m scripting dumb Thomas the Tank words as I type this.

I am getting rather tired of people hearing my repeated scripts and assuming I don’t really understand.

The truth is I don’t care about trains but I had the bad luck of hearing these catchy shows when my brain was young and malleable.

My speech goes beyond what I think of as unreliable. To me it is reliably annoying.
Until I learned to type my thoughts the whole world believed my capacity to think and learn was far gone. Now that I can show otherwise my life is becoming more full.

My point is that my collection of sayings and songs has probably kept people from believing I am smart.

Until someone has a way to really communicate, take their scripts in stride and speak to them like they understand everything you say"

[id: a photo of Nick from behind, typing on a bluetooth keyboard hooked up to his iPad. Some of his words from the caption are shared on the post.]

#PresumeCompetence #NonspeakingDoesNotEqualNonthinking #spellers #ReachEveryVoice #RethinkAutism

Do we listen to the voices of our students when they tell us about their lived experiences?

It can be hard as a professional to reflect on something you've done for a long time because you thought it was best practice.

But what happens when those "best practices" aren't informed by the voices and experiences of those who lived through them?

Is it enough to say "I was doing what I thought was best based on the information I had" or do we owe apologies to those we may have harmed? Do we need to acknowledge that there may still be lingering emotional distress even years afterwards?

While we really believe that when you know better, you need to do better, we also believe that it's important to acknowledge any harm we've caused, no matter how unintentional.

Trevor, one of our students, shares this reflection about their experience with Applied Behavior Analysis.

"I don't like how the whole premise [of ABA] was to be less autistic. I'm human and my needs should be accommodated, not repressed. Don't think ABA companies should be funded by insurance. I felt so mad all the time. I didn't want to do the dumb drills. Touch your nose. Clap your hands. Do this. I can't completely describe how awful it was to continuously interfere with my real actual intelligent thoughts to try to make my body do whatever pointless action some idiot with a clipboard asked me to do."

[id: a photo of Trevor wearing a hoodie and black earphones, staring toward their hands. Their words are in white text written over part of the image.]

#RethinkAutism #PresumeCompetence #ReachEveryVoice #autistic #autism #LivedExperienceMatters #NonspeakingAutism #NonverbalAutism #SpecialEducation #SpecialEducators #AppliedBehavioralAnalysis

Do we listen to the voices of our students when they tell us about their lived experiences?

It can be hard as a professional to reflect on something you've done for a long time because you thought it was best practice.

But what happens when those "best practices" aren't informed by the voices and experiences of those who lived through them?

Is it enough to say "I was doing what I thought was best based on the information I had" or do we owe apologies to those we may have harmed? Do we need to acknowledge that there may still be lingering emotional distress even years afterwards?

While we really believe that when you know better, you need to do better, we also believe that it's important to acknowledge any harm we've caused, no matter how unintentional.

Trevor, one of our students, shares this reflection about their experience with Applied Behavior Analysis.

"I don't like how the whole premise [of ABA] was to be less autistic. I'm human and my needs should be accommodated, not repressed. Don't think ABA companies should be funded by insurance. I felt so mad all the time. I didn't want to do the dumb drills. Touch your nose. Clap your hands. Do this. I can't completely describe how awful it was to continuously interfere with my real actual intelligent thoughts to try to make my body do whatever pointless action some idiot with a clipboard asked me to do."

[id: a photo of Trevor wearing a hoodie and black earphones, staring toward their hands. Their words are in white text written over part of the image.]

#RethinkAutism #PresumeCompetence #ReachEveryVoice #autistic #autism #LivedExperienceMatters #NonspeakingAutism #NonverbalAutism #SpecialEducation #SpecialEducators #AppliedBehavioralAnalysis

One of the biggest misconceptions we find when working with folks who are just learning about text-based communication is that all it should take for a student to be able to communicate is providing the right piece of technology (why can't she just use the talking keyboard?) or just placing a board in front of them (why won't he spell when I put the board in front of him?)

These questions inform how we provide training and support to schools. But that school has to be invested in the training.

Sometimes, they say some version of "Sure, you can have a letterboard / keyboard. Just pick it up and use it."

That statement tells us we have more work to do educating about why a student can't necessarily just pick up a board or type on a laptop.

They need
* training that includes a foundation in presuming competence and using strengths-based language.
* to understand apraxia & the brain-body disconnect.
* to understand the importance of building a balanced relationship between student & support staff.
* to learn how & when to prompt a student's movement, eyes, posture, attention - and when to fade those prompts.
* to learn how to adapt academic assignments to make them accessible in different ways without losing their grade-level integrity.

It's SO much more than just holding up a board.

As our student TJ writes, "I’m pleading for my right to communicate with someone trained to support me. Would you give a Deaf student interpreters who don’t really know ASL? Just like knowing how to finger spell doesn’t mean you can sign, holding a board up doesn’t mean you can support my communication."

For this sort of comprehensive training, we recommend Communication for Education. We are partners and have worked with around 300 educators, direct support providers, parents, administrators, and related service professionals.

[id: a photo of TJ, a young man with dark, shoulder length hair and glasses, seated pointing to letters on a board held by his communication partner, Lisa, who is standing next to him. TJ's words from the post are printed in white text with blue accents.]

#spellers #PresumeCompetence #NonspeakingAutism #CommunicationIsAHumanRight #CommunicationAccess

One of the biggest misconceptions we find when working with folks who are just learning about text-based communication is that all it should take for a student to be able to communicate is providing the right piece of technology (why can't she just use the talking keyboard?) or just placing a board in front of them (why won't he spell when I put the board in front of him?)

These questions inform how we provide training and support to schools. But that school has to be invested in the training.

Sometimes, they say some version of "Sure, you can have a letterboard / keyboard. Just pick it up and use it."

That statement tells us we have more work to do educating about why a student can't necessarily just pick up a board or type on a laptop.

They need
* training that includes a foundation in presuming competence and using strengths-based language.
* to understand apraxia & the brain-body disconnect.
* to understand the importance of building a balanced relationship between student & support staff.
* to learn how & when to prompt a student's movement, eyes, posture, attention - and when to fade those prompts.
* to learn how to adapt academic assignments to make them accessible in different ways without losing their grade-level integrity.

It's SO much more than just holding up a board.

As our student TJ writes, "I’m pleading for my right to communicate with someone trained to support me. Would you give a Deaf student interpreters who don’t really know ASL? Just like knowing how to finger spell doesn’t mean you can sign, holding a board up doesn’t mean you can support my communication."

For this sort of comprehensive training, we recommend Communication for Education. We are partners and have worked with around 300 educators, direct support providers, parents, administrators, and related service professionals.

[id: a photo of TJ, a young man with dark, shoulder length hair and glasses, seated pointing to letters on a board held by his communication partner, Lisa, who is standing next to him. TJ's words from the post are printed in white text with blue accents.]

#spellers #PresumeCompetence #NonspeakingAutism #CommunicationIsAHumanRight #CommunicationAccess

Nadia's message to teachers touches on her hopes for a future where things change for autistic students.

She shares with us,

"Dear Teachers,

Your perception of my actions were fruitless. Over and over my wish of doing things right vanished. Hope: you get to change that with wisdom."

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nadia, a young woman with shoulder length dark hair. Nadia's words are printed in white next to her. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Nadia's message to teachers touches on her hopes for a future where things change for autistic students.

She shares with us,

"Dear Teachers,

Your perception of my actions were fruitless. Over and over my wish of doing things right vanished. Hope: you get to change that with wisdom."

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nadia, a young woman with shoulder length dark hair. Nadia's words are printed in white next to her. The words "listen to all voices" and the reach every voice website are at the top of the image]

#PresumeCompetence #InclusiveEducation #ReachEveryVoice #RethinkAutism #CommunicationAccess

Everyone should have the right and opportunity to refuse or decline as part of their agency in making daily choices, providing input, and having dissenting opinions.

A refusal to communicate is also communication. It is crucial to teach students refusal strategies. It's equally important to honor a refusal. We need to ask ourselves why we often demand compliance from nonspeaking students when we wouldn’t do the same with their nondisabled peers.

How do you teach and honor refusal strategies to your nonspeaking students?

"My life has been full of situations when I have said “no” and the person has not listened, whether it was my mom, my sister, a teacher, or a friend. I am too often ignored because I cannot communicate traditionally. I instead have to rely on someone to stop and ask permission before I can say “no.”

Remember friends, just because I can’t say “no,” does not mean I want all the things. Please let me decide if I want a hug or that second helping at dinner. And remember that “ no means no,” not just for boys but for everyone."
- Nathan Chang, high school student

[image id: image shows a black and white photo of a high school boy, wearing headphones and smiling at the camera. Nathan's words from above are shared on the photo.]

#AugmentativeCommunication #AutismAwarenessAndAccesptance #AutismAwarenessMonth #autism #autismacceptance #ActuallyAutistic #AutismAwareness #AugmentativeAndAlternativeCommunication #MultimodalCommunication #nonspeakingdoesnotequalnonthinking #NonspeakingAutism #InclusiveEducation #SpecialEducation #apraxia #NonverbalAutism #PresumeCompetence #RethinkAutism

Everyone should have the right and opportunity to refuse or decline as part of their agency in making daily choices, providing input, and having dissenting opinions.

A refusal to communicate is also communication. It is crucial to teach students refusal strategies. It's equally important to honor a refusal. We need to ask ourselves why we often demand compliance from nonspeaking students when we wouldn’t do the same with their nondisabled peers.

How do you teach and honor refusal strategies to your nonspeaking students?

"My life has been full of situations when I have said “no” and the person has not listened, whether it was my mom, my sister, a teacher, or a friend. I am too often ignored because I cannot communicate traditionally. I instead have to rely on someone to stop and ask permission before I can say “no.”

Remember friends, just because I can’t say “no,” does not mean I want all the things. Please let me decide if I want a hug or that second helping at dinner. And remember that “ no means no,” not just for boys but for everyone."
- Nathan Chang, high school student

[image id: image shows a black and white photo of a high school boy, wearing headphones and smiling at the camera. Nathan's words from above are shared on the photo.]

#AugmentativeCommunication #AutismAwarenessAndAccesptance #AutismAwarenessMonth #autism #autismacceptance #ActuallyAutistic #AutismAwareness #AugmentativeAndAlternativeCommunication #MultimodalCommunication #nonspeakingdoesnotequalnonthinking #NonspeakingAutism #InclusiveEducation #SpecialEducation #apraxia #NonverbalAutism #PresumeCompetence #RethinkAutism

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