
Reach Every Voice is a team of educators with decades of experience providing AAC instruction for nonspeaking and partially speaking autistic learners in Maryland. We offer one-on-one communication instruction, adapted grade-level curriculum, communication partner training, professional development for educators, and school consultation. Our practices draw from multiple evidence-based strategies, centered on a text-based, multimodal AAC approach that meets each learner where they are
Some communication approaches prescribe a rigid, step-by-step recipe for using their tools and instructional methods. At Reach Every Voice, we take a different path. Our practices are informed by multiple evidence-based strategies, drawing from a variety of sources to meet each learner where they are.
We know every student is unique — and most communicate in multiple and varied ways. That’s why our instruction centers on a text-based, multimodal AAC approach, empowering learners to express themselves authentically, confidently, and effectively.
Rooted Here. Reaching Further.
REV AccessAbility is a 501(c)3 non-profit organization that has supported text-based multimodal communication since 2017.
We strive to provide access to more training, coaching, and practice opportunities and to work to make these more affordable for all stakeholders.


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![Sensory motor differences often get mistaken for behaviors. When we label them purely as "behaviors," we are insinuating that our students are being difficult. In fact, their sensory systems are causing problems in their ability to maintain regulation and focus in that moment.
"Yes, controlling my body is sometimes too hard and I jump out of my chair or vocalize loudly. But the teachers and students have come to understand that I'm not intentionally misbehaving, but rather temporarily losing the battle between mind and body. They know that I am always listening. I can be jumping up and down and if the teacher asks me a question, I hear it and answer."
Mike Keller, college student
[id: a photo of Mike sitting behind a laptop. The words from his quote are typed on the left half of the photograph]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/752631778_1677541497708124_5184354420542091142_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=T3rQMq6bjRkQ7kNvwHmw-81&_nc_oc=Adp9p859rP4dfBkiKxHMAG3TFSrRdYUCa93WF48WYvpGrlm7NOa1Cz-Is1dqisBeNvc&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=f4y2f82thMWy89cuKzj9Dg&_nc_tpa=Q5bMBQJ-DxfuxU0qwcMZA0q7se3BC9qsWm4U8fQzP26JfxVRkaIjvFcJNh9J_S675I3saHTFCxNFmC_j&oh=00_AQGM_vMw3iC-SeHzOWY-KUksAojEq0klFFlBWeKkueDSqw&oe=6A7DDA52)

![Apraxia and dyspraxia make teaching tricky.
So many times, the actions we see don't necessarily reflect a student's true intentions.
That makes it even harder to assess understanding and knowledge.
Even though what we see can look so convincing, it's important to remember that the brain-body disconnect often makes it so hard to discern which movements are automatic and which are purposeful. When you understand this, you can start to make the shift from constantly trying to assess cognition to teaching purposeful movement that leads to reliable communication.
Don't let what you see determine the assumptions you make.
Even though students may not look like they are listening or do not appear to be answering questions correctly consistently, it's crucial to remember the brain-body disconnect and keep instructing with age-appropriate materials.
[image id: a teal two-tone graphic of a speech bubble with some of the words above printed in white. The Reach Every Voice logo is printed in white in the bottom right corner]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/748631131_1672131774915763_7941606387385286848_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=XmqQSntIL3sQ7kNvwE44HCA&_nc_oc=AdrkdkoiXCAmhzgsYEB28i266A8ku3wRGQ4UNbvS84K8slwkun0T8P-LQtakFAf2DDQ&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=f4y2f82thMWy89cuKzj9Dg&_nc_tpa=Q5bMBQKUnbzvdcpoMkQXhQCS3P5FEx4yaUJLFHZRUcgEsxiG7kRlDt50pZAvx-U383irG7TvuQ5zm4CG&oh=00_AQFh2FOwBVizihrnloL4a-JS8EtswqnRycTrs6C-WlqEvg&oe=6A7DC40D)


![The addition of a new caregiver can be a stressful event for anyone.
Today, Nick decided to focus on the importance of developing a feeling of safety when being supported by someone new.
Here are the latest #NicksTips: Advice from a Nonspeaking Guy
3 "must do" things to create a feeling of safety with new caregivers
1: Really have a keen eye. Observe me with people I trust. Ask lots of questions about what they do and why they do it.
2: Learn my medical needs. Be unwaveringly confident you can do what is necessary if I have a seizure or other emergency.
3: Honor my autonomy. You aren't my parent or my boss. I deserve to direct the support you provide.
[id: 65 teal slides that include the 3 tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 3 'must do' things to create a feeling of safety with new caregivers" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/748978659_1672259481569659_3821780509661496408_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiQ0FST1VTRUxfSVRFTS5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=xIYG9fgyXMAQ7kNvwHPpjgX&_nc_oc=AdrvKHIqSlZ3pTOlgoVxq7N4Sh8v6d-mHo_-IPBMAq7IW3OYpUKS51d6h_mvS0ZxaCs&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=f4y2f82thMWy89cuKzj9Dg&_nc_tpa=Q5bMBQIrI0SFK62uuu4Kmmt-aftTFKSSe7VtM2oAgan26JoPNXiqGJIq3ZZ2Sk87JMG5KpvHWPNi2B2u&oh=00_AQGxwhJh9oY7KnZaw9AuNr7vhoMg-RBJVzGHqit4Lo-Fng&oe=6A7DCED1)


![What happens if we, as educators, assume our students aren't listening to us? Do we really say things around them that are in their best interests?
When we view students in our minds as not capable, we're less likely to treat them as competent learners. We are, however unintentionally, allowing our biases to restrict the opportunities we offer to them. And that’s dangerous.
How does that change if we assume our students are listening?
Are understanding us?
Are capable learners?
Our mindset changes and we approach things from a view of possibility. We’re less likely to allow our preconceived notions of our students' limitations to restrict the opportunities we provide.
And that’s why presuming competence is often called the least dangerous assumption.
Back in 1984, educator Anne Donnellan wrote about the concept of viewing presuming competence as the least dangerous assumption and concluded “we
should assume that poor performance is due to instructional inadequacy rather than to student deficits.”
Presuming competence is the least dangerous path for us to take, if we were proved wrong about our student’s abilities.
Our student, Ethan, shares, "People often assume I'm a lot less capable than I am because I don't speak. Part of my experience as an autistic student is being underestimated constantly."
[id: a teal and white graphic with Ethan's words. His picture, a smiling young man with dark hair, is in a circle to the bottom right of his words.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/749108310_1672155074913433_3433557535182628791_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=OtDjlv4kKqkQ7kNvwHdjbqC&_nc_oc=AdobT8b1e15m0qTGAcwH2pwaUlL8yiO0eh28T4FbAKeHCCqJMOa-DlV9Dml-LcoZSsU&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=f4y2f82thMWy89cuKzj9Dg&_nc_tpa=Q5bMBQJlxL-b2MAJr44Kw8G_yeeF-tTiTYvgS0ICCnTz2_-tZ7ZeIEoiahLf06c3sR3RkWSLdzzRSAD0&oh=00_AQGYa1XC4bSrqjPLbWCm99SNTWc-lPZO8uAy9dEdaMVa0A&oe=6A7DEF31)


