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![We're extraordinarly proud of our student Charles.
Over the past two or so years, we've introduced you to some of Charles's writing, his messages paired with paintings on our social media. You can see two of them shared here.
These posts don't do his work justice. In person, Charles's work is stunning, and the addition of his words make the experience of stepping inside his creative spaces even more thrilling.
Charles's first exhibit, "Nonsense and Hopeful Songs, My Inner Fight to Be Heard" opens May 17 at 7pm at Lost Origins Gallery in Washington, DC.
We hope you'll join Charles (and Lisa) at the opening for "a promenade of joyful discovery in the dark shadows and bright lights of [his] innermost spaces."
[id: 3 images
1: Charles, wearing a forest green shirt and pants and a black hat, stands in front of one of his artworks, "When Love Spills." The work features bright, bold strokes of yellows, pinks, grays, and reds with paint drips in the center of the piece.
2: a white post with the text of Charles's message at the top and an image of the painting he paired with it below. The painting is a rectangular canvas with reds, oranges, and yellows that have broad horizontal streaks and fine, comb-like vertical lined textures.
message: Ambassador Neruda by c l lunn
Imagine the world where poets are politicians
Tears would soak laws
Small girls would begin their happy lives with rhymes
Giving them some fine metaphors for quiet feminist despair
Justice worries the poets, not blind, having so many stimulated senses
Pacific to a fault, plagiarism a high treason
Big wars fought over a comma
Best to keep the poets in the cafes
3: The text of Charles's message is printed above his artwork of bold, thick lines of colors (brown, orange, yellow, green) tangled across the canvas.
Underskin Movements
Palsy grips my hands.
Last thing anyone who relies on the fingers to talk needs is a tremor.
Alarming the conditions there lie in my largely shaking shakers.
Matters of communication don't mesh well with palmquakes.]
#DCArtist #AutisticArtist #CommunicationAccess #PresumeCompetence](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/483485533_1215850130543932_7864651650329519364_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=109&ccb=1-7&_nc_sid=18de74&_nc_ohc=z7riGK2s-Q4Q7kNvgFH8vVD&_nc_oc=AdnZY40eoctskU6fkv8tfaXwkAlNAynGjCu2faJlRHsTtc5a3JRt33yliUD10-KA824&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYHnQPs9i3Q0I4VOc__qL2uJEIuWnkJSPhr35aXVcIkVuA&oe=67E72986)
![📢 New Blog Alert! 📢
For years, TJ believed the limitations placed on him in school—until he realized they weren’t his to begin with.
Why are nonspeaking students so often underestimated? Why do we accept low expectations instead of providing real access to communication and learning?
This is TJ’s story. A story of doubt, discovery, and the power of believing in all learners.
🔥 Read it now: Link in profile
🔁 Share to challenge assumptions & raise the bar for ALL students!
[id: a graphic showing the social share photo of TJ's blog. The photo shows TJ working with his mother Tammy while at Reach Every Voice. Together, they read and discuss a lesson about Judy Heumann, disability rights activist. TJ responds by pointing to letters to spell the words he wants to say on a laminated board held by Tammy. TJ's blog title is "Raising the Bar: How Schools Shape Self-Belief in Nonspeaking Students." The text on the image reads, "Suddenly I doubted everything. What if I didn’t require simplified learning? What if I didn’t need picture schedules? What if I didn’t actually need a four page plan to analyze my every stim? What if they’re wrong about me? What if they’re wrong about ALL the kids in my class?"]
#InclusiveEducation #NonspeakingStudents #CommunicationAccess #SpecialEducation #RaiseTheBar #StudentVoice #ActuallyAutistic #NonspeakingAutism](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/481773518_1211458710983074_7395751030495054541_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=106&ccb=1-7&_nc_sid=18de74&_nc_ohc=nREugyW6GLwQ7kNvgEcBDKq&_nc_oc=Adk5nfGBLY2wqjG_6UNutn2Xri5RACsrATfy5sa5KirziEAZMYQE1U4JZMaQfXSu2gk&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYFpJQhq0joPBUYfOGAI7jAw3AeQSqwep6SjoIBMsIRpyw&oe=67E736EC)
![March is women's history month, and we're celebrating by featuring lessons about empowering leaders.
All month, use code WomensHistoryMatters for a buy 2, get 1 free special on all lessons in our Women's History category, which you can see by using the filters in our Lesson Library.
Need content for your sessions? Let us help ease the burden of planning!
Each lesson we write provides information broken into manageable chunks paired with a photograph or illustration and multiple levels of questions:
* choices
* predictable responses (fill-in-the-blanks)
* a limited range of responses
* open-ended questions
Link to Lesson Library is in our profile!
#WomensHistoryMonth #WomensHistoryMatters #AdaptedContent #PresumeCompetence
[id: a collage of 24 women: L-R, top to bottom: Judy Heumann, Haben Girma, Jane Goodall, Jacqueline Woodson, Ruth Bader Ginsburg, Malala Yousafzai, Sally Ride, Jennifer Lopez, Kamala Harris, Greta Thunberg, Billie Holiday, Adele, Florence Griffith Joyner, Autumn Peltier, Billie Jean King, Christina Tosi, Christa McAuliffe, Beyonce, Sonita Alizadeh, Beverly Cleary, Claudia Sheinbaum, Taylor Swift, Lizzo, Alicia Keys]](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/481451182_1210479551080990_3878191397835501140_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&ccb=1-7&_nc_sid=18de74&_nc_ohc=TMx-qTTXnmgQ7kNvgE8TFND&_nc_oc=AdnUxWRaQwYbDC0OBSg8WqepQYedMU6pJWqcHg0TaEjFZN-Kw_nZ8HoCxxUSu6NfrSM&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYEXwNPzsLF1je6psOybmthldl35HXt5wELoiZYr1Bxzzw&oe=67E74F68)
![Don't let anyone tell you a student needs to prove their ability to communicate or use a particular tool or device before they can be given access to academics.
Want to know how to get started making little moves that grow into massive change?
Accessible Academics takes the focus off scores and puts it back on the skills. Our self-paced course teachings and models how to break down real, age-appropriate education tasks for students with communication access needs.
"These pre-made learning materials are exactly perfect for every single student I will ever teach!" - said NO TEACHER EVER.
We know there's no one-size-fits-all educational program or material for nonspeaking students, and that's why we're helping families, educators, and school systems learn strategies to adapt materials and instruction WELL for students who communicate by making choices.
And we're not talking about the same simplified materials that often plague segregated special education classrooms - we're talking about adapting real, age-appropriate curriculum for students with communication access needs.
This course is entirely self-paced. You'll have access for life.
Learn strategies to adapt:
🔠 reading decoding / phonics / spelling
📖 reading comprehension
➗ common core mathematics
🔬 science knowledge and experiments
🌎 social studies and history
📝 creative writing
⌨ academic writing
Also, there's an entire section devoted to key considerations for IEP goals, supplemental aids and services, and other school-related topics.
Want a link to the course page? Comment "Let's go!" and we'll get you the info.
[id: a graphic with blue toned mountain shapes in the background. The foreground has a teal text box with the words: "Did you know? It IS possible to adapt rigorous, grade-level curriculum for nonspeaking students who are still learning a reliable way to communicate." The Reach Every Voice Logo is centered in a circle above these words.]
#PresumeCompetence #InclusiveEducation #SpecialEducation #AutismEducation](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/480740162_1207630041365941_2397706915389943945_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=111&ccb=1-7&_nc_sid=18de74&_nc_ohc=acaVLqy-vjAQ7kNvgHRFM0R&_nc_oc=AdlkIBlpzR1NQ94PGPuZnxxBcotHOEJsqsTDMnRH1_Pcwah9k6hGaXZNW6hXhPPKPuM&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYEo2nu7nHW_bpnM5pnsVVmUl2xiPnrU8TTQUVuC_odNxw&oe=67E71B4E)
![Have you heard the idea that if you don't take a break, your body will probably take one for you? (And it probably won't be at a convenient time...)
We love these tips from our student Nick Barry about his thoughts on honoring the body's needs.
Nick shares:
I want to share my big ideas for honoring the body's needs:
1: Honor your need to pace.
Standing to walk briefly is not doing less than someone who sits.
The movement refocuses my brain.
2:Honor your need to flap, tap, and twirl.
Small movements and change in sensory perceptions realign a heightened nervous system.
Even helps NT people although they maybe don’t get the joke.
3: Honor your need to jump or spin.
Having chaos inside too long requires some type of tremendous mitigation.
Learn to find safe ways to move to bring that sense of peace back.
4: Honor your need to rest.
You should not need to be busy to feel worthy.
Bring downtime to your plans the same way you schedule meetings.
[id: 6 teal slides that include the four tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 4 big ideas for honoring the body's needs" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]
#autonomy #agency #PresumeCompetence #autism #NonspeakingAutism #actuallyautistic #RethinkAutism #Advocacy #Regulation](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/480268818_1199206082208337_8030179483657976880_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=109&ccb=1-7&_nc_sid=18de74&_nc_ohc=d0tmAmOlJR0Q7kNvgGQBsOy&_nc_oc=Admn51OQXdwjdn_4m39i4ghCy-r85n9-ZgovbZlhYrF9YRzIV00Uwna94qzhlt9LqYo&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYHoG-sKguMAJ5xabD_pU2ZbTFDRv6UwVfQtiw69Q1R1cw&oe=67E73AE6)
![There is no one size fits all solution for AAC. Now that iPads are so readily available and relatively cheap in comparison to dedicated devices, there’s a tendency to look to them to be the answer for all students.
Oftentimes students have unique access needs that take time for teams to figure out. It might require collaboration among OTs, PTs, SLPs, teachers, paraeducators and families.
You might need to figure out the best access methods, whether that’s by directly selecting something by pointing to it and touching it or using a switch to scan, using partner assisted scanning, eye gaze, or even more complicated set ups.
Learners also need time and instruction in how to move their bodies in order to access switches, accurately hit targets, or calibrate eye gaze.
When teams determine after a trial of a single device or program or a single access method that students have been unsuccessful in their ability to use AAC, it's problematic.
We need to constantly think creatively and customize our solutions for each learner we meet.
[id: a series of 3 images. The first, a graphic of a note with a paper clip. The text reads, "Reminder: There is no one-size-fits-all solution for AAC." Second: 3 photographs showing 3 AAC setups: a switch mounted at a wheelchair user's knee to control scanning on her device, multiple switches positioned on a wheelchair tray to control device / wheelchair functions, direct selecting on iPad touchscreen. Third: partner holding a keyboard to position it, partner assisted scanning (PAS), student with a wheelchair mounted eye-gaze device interacting with a peer's science fair presentation.]
#CommunicationAccess #CommunicationIsAHumanRight #NonSpeakingDoesNotEqualNonThinking](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/476774436_1194154802713465_7759706367896629628_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=111&ccb=1-7&_nc_sid=18de74&_nc_ohc=4XgI0QCuo8oQ7kNvgEuN-JB&_nc_oc=AdkRzhnAJEQex79svl895xcWTbtJXPktTTL0Lg2E-9sC7_-iCuTlnwLJBoDcaNv1G6o&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYG2cw4PzOpSnnMYswdizjgnXkp6t3UQ3IhenFyeJRSICQ&oe=67E73EAA)
![Hey football fans!
It's Super Bowl weekend, and we've got lessons for you - including a freebie!
Use code SUPERBOWL at checkout to get our History of the Super Bowl lesson for free.
https://www.reacheveryvoice.org/product-page/history-of-the-super-bowl
While you're at it, check out our lesson library with over 300 other lessons for your communication practice.
The freebie code will work through February 13.
[id: a photograph of a 50-yard-line with stadium lights. The words "free lesson! Super Bowl. use code SUPERBOWL at checkout" are on the image.]
#PresumeCompetence #SuperBowl #Football #NonspeakingAutism #ReachEveryVoice](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/476496202_1189307096531569_6085767554368482912_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=101&ccb=1-7&_nc_sid=18de74&_nc_ohc=_c655FRe7kcQ7kNvgEIMcvz&_nc_oc=AdnLFXOCPtCuSKof5pVbwONmo6ZrycHYR_cJhpV1aNV42Dh81szs7_IYr2Ro_yaUzZ8&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYE2Ph8IoA4O43Tf8XY8sLFDbaoc5A7VKYgI4Aw4JFkYsQ&oe=67E741A0)
![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 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 #SpecialEducation #SpecialEducators #Inclusion #InclusiveEducation #InclusionWorks #AutisticStudents #Autism #NonspeakingAutism #NonspeakingDoesNotEqualNonthinking](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/476481180_1189306103198335_4325101327384391983_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=104&ccb=1-7&_nc_sid=18de74&_nc_ohc=xIh1wo3tq4kQ7kNvgG2_d0F&_nc_oc=AdlKwUhst3mCIqJ3ViCGRkg2Jjxzc5wXI5za517ac23APwPo0xPHL6RwQk0xHaPMX-g&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYGsBQQAQoyEyY4XOI76PJpf5Ywu7banHG6ebCAmLY6RCw&oe=67E73A13)
!["When you look like a typical person and speak like one too the world looks at you with more respect.
I might look typical at first glance and my mouth speaks words, but almost never the words that are in my mind.
In my school a lot of people take my mouth words at face value despite being told to listen to my spelled words.
Just like we make assumptions about the intelligence of immigrants forced to communicate in a language not their first.
Mouth words are my second language.
When you let me use my actual preferred communication my intelligence cannot be denied."
TJ Thompson, REV Student
[a black and white photograph of a TJ pointing to letters on a laminated board held by a communication partner.]
#NonspeakingDoesNotEqualNonthinking #AAC #Spellers #CommunicationAccess #CommunicationIsAHumanRight #PresumeCompetence](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/476161580_1185284190267193_1460275614549275414_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=102&ccb=1-7&_nc_sid=18de74&_nc_ohc=xZ6I4qBck3YQ7kNvgFfISe6&_nc_oc=Adnv14ccP4GlfPsSpV4jUynsp0IkkmlrH6T_mHm2iEXNKhBqTHixNTI1Hmn8AVJ7X6U&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYE5kZda4aB51JNKPY-8jY9uSXDuCAjUMsuWQumOGFYokg&oe=67E74FD8)
![It's a pretty ableist stance to make disabled students prove they can do something before they're allowed access.
Can you imagine a teacher asking a neurotypical child to prove they can read before showing them a book with words in it?
We can't either.
It's time we addressed the double-standards that exist in educational settings where students are often required to prove they can do certain things before they're allowed access to grade-level curriculum.
Remember the notion of the least dangerous assumption? We talk about it a lot on our page.
That’s the idea that if we assume our students ARE understanding us and ARE capable learners, consequently, we’re less likely to allow our preconceived notions of our students' limitations to restrict the opportunities we provide.
If we deny students access to richer texts because we think they don’t understand them, and later we’re proven very wrong, that would be infinitely more harmful than providing access without understanding.
There’s so much more to reading than simply decoding the words on the page. “Knowing stuff” - background knowledge, real world experiences, and vocabulary are critical to reading comprehension.
Also, you might know that listening comprehension develops faster than reading comprehension, but did you realize that even among neurotypical students, it remains more advanced until about the end of middle school?
Point being?
Learners shouldn't have to prove they can read in order to be read to. Kids - ALL KIDS - deserve to be taught literacy skills and to be read interesting books without expectation that they respond in any way.
[id: a two-tone teal graphic of a speech bubble. The words printed on top say, "At the point of introducing children to more complex, age-appropriate reading skills, we need to let go of the notion that students need to PROVE understanding before they’re allowed access.]
#PresumeCompetence #InclusiveEducation #LiteracyForAll #CommunicationAccess #NonSpeakingDoesNotEqualNonThinking](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/475876951_1184576657004613_6309750960396547334_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=106&ccb=1-7&_nc_sid=18de74&_nc_ohc=f__euo5eByYQ7kNvgFdfc60&_nc_oc=AdmKvvuGHMlqIrI-Yoe7oUovfiLXdnMs2fUJpXQTsyyo7FwetbqRDmnfxTrd4ig4UHk&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYHeJPXBkopyK93k5xyK-vlGSX2t4krziMI7XrR6nHNlxA&oe=67E72E71)
![It's a big day for video content!
Back in October, Lisa recorded a webinar for the Maryland State Department of Education. You can finally access the recording online. We've linked it in our profile.
Today, Lisa also got to chat with Frances Shefter on the live recording for her podcast Stress-Free IEP, which aired live on YouTube and will be released live on all the audio platforms in about two weeks. But you can catch the youtube recording today if you don't want to wait! We link to in our profile as well.
[id: two screenshots of the YouTube videos of the two recordings mentioned above.]
#IndividualizedEducation #InclusiveEducation #AugmentativeAndAlternativeCommunication #PresumeCompetence #CommunicationAccess](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/475302663_1181999597262319_7513201034386185397_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=101&ccb=1-7&_nc_sid=18de74&_nc_ohc=S8YTygYnLqoQ7kNvgHubwIO&_nc_oc=Adm1lKt0EjX7Huww98a2FSbWL3FszXmSv50t0V46XB2VN0oc33kxES0mAo07zKWjETw&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYEgXo3tmxOCqbo_S4RqoGqkg1cpxrXlmUh6iJv_f7fRzw&oe=67E74BA7)
![How do we support nonspeaking and minimally speaking learners?
We believe there is no single methodology that works for all learners. Some communication methodologies prescribe a rigid step-by-step recipe to using their specific communication tools and their specific instructional methods. Multiple methods inform our practices, which draw on communication strategies from a variety of different sources.
At Reach Every Voice, we recognize that each student is unique and likely communicates in multiple and varied forms. That's why our focus for communication instruction comes from a lens of a text-based, multimodal AAC approach.
#PresumeCompetence #CommunicationAccess #IndividualizedEducation #NonSpeakingDoesNotEqualNonThinking
#MultimodalCommunication
[id: a photo of two people seated next to each other at a table. The woman on the right holds a keyboard in front of the man on the left. The man, Nick, is smiling while he types a message on the keyboard.]](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/474975584_1178185247643754_4678825057413392245_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&ccb=1-7&_nc_sid=18de74&_nc_ohc=WeKG1zzK9bkQ7kNvgG12_v0&_nc_oc=AdkyRwTO4dtzQbt3HztJMFsh4GnUG6q_qXR75_LI0k7FchfVAS0cZ4BD5oS4ZmNK1yw&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYHCGqWPwns6MjK52RzUWfQsc9WFdhIwt7jyaVh3c91GhQ&oe=67E71DAA)
![We've been discussing the importance of autonomy over independence lately, and these tips from our student Nick Barry seem especially relevant and worth sharing.
Nick shares:
As someone who needs support to do many things, I know just how frustrating it can be to find yourself taking the backseat in your own life.
Here are my suggestions for honoring autonomy.
1: Let me choose. This could be dinner or whether I am doing nothing at my downtime.
2: Hear me when I say no. If you really need me to do something I don't want to, explain why it must be done right now.
3: Try to drop judgement about the clips I stim with. I know other people think only kids should watch cartoons, but I use them to take a mental break.
4: Focus on agency instead of independence. Yes, I still need support. Yes, I deserve to direct that assistance.
[id: 6 teal slides that include the four tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 4 suggestions for honoring autonomy" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]
#autonomy #agency #PresumeCompetence #autism #NonspeakingAutism #actuallyautistic #RethinkAutism #Advocacy](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/474790068_1177303507731928_2644899153121617657_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=108&ccb=1-7&_nc_sid=18de74&_nc_ohc=Y-WpHAWPbPAQ7kNvgEKq9NN&_nc_oc=Adk2AocIDQC2GXey8_e2o6OZe54CuNqJfsar0rRKgf37k3ap-DuxYZ-JySEVf3wbRbY&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYFX_Lua8x-eLYPrS1yYTO30qmWYpSh2GYLPrU1ZdDoK5g&oe=67E73B45)
!["There are two philosophies guiding much of autism theories in education. In one, there's no presumption of competence. Rather, the non-speaking individual is determined to be low functioning intellectually and not properly processing human speech, thus requiring simplified lessons and constant drilling.
This is the prevailing theory.
In the other philosophy, there is a presumption of competence. That is, an intact mind may be buried behind a messed-up motor system that's caused by neurological factors. Therefore if a person is taught to move properly to point and spell words, that person may learn to express thoughts and potentially get a normal education.
Many once thought that be hopeless cases have proven that, like books, they shouldn't be judged entirely by their cover."
- Ido Kedar
#PresumeCompetence #CommunicationAccess #Apraxia #InclusiveEducation #RethinkAutism
[id: a candid photo of Anne, an instructor at Reach Every Voice sitting side by side with a young student. Both have brown long-ish hair and are smiling while looking at Anne's computer. The student is chewing on a sensory support. The table is covered with an array o communication devices (tablet, stencils, LCD board) as well as squigz, play doh, and books.]](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/474446242_1176483504480595_7007108097662395218_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=104&ccb=1-7&_nc_sid=18de74&_nc_ohc=dH_9WftiAyAQ7kNvgGKP8Pq&_nc_oc=AdmKRTEEoSg11-uOo8igsHz1Sd439OA6TCtLTTn0S-1a4ecaNAtZ_XRMpQGxEIbv4Xk&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYG0IyQoRYWyAgPpT3EsIHQkDLxTI-YRny1n-z0zpxmgYA&oe=67E745A6)
![“We need leaders not in love with money but in love with justice. Not in love with publicity but in love with humanity. Leaders who can subject their particular egos to the pressing urgencies of the great cause of freedom.”
Dr. Martin Luther King, Jr.
On the third Monday in January each year, the United States honors Dr. Martin Luther King, Jr., a man who fought fiercely for equality among people.
Download our lesson about Dr. King in English or Spanish.
DM us and we’ll respond with links.
[id: a black and white photo of Dr. King with the quote from the caption printed below. The quote is from "The Birth of a New Age," Address Delivered on 11 August 1956 at the Fiftieth Anniversary of Alpha Phi Alpha in Buffalo.]
#MartinLutherKingJr #IHaveADream #Leaders #Freedom#nonspeakingdoesnotequalnonthinking](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/474332048_1175653347896944_4903629424579333882_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=109&ccb=1-7&_nc_sid=18de74&_nc_ohc=s9k-lrOBkC4Q7kNvgF3o3lO&_nc_oc=Adnx0j-loBfMtOFRDNFcSK1zzwPdOzdfmp7G9DEoo5BbS10yAnJOd71hh7eYF23V-FY&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYG-KrjCnRGfkMEwFfhaLU1iHBviOwLoOYu74FIFpRnxqw&oe=67E74023)
![“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.
There's an excellent chance they do.”
- Nick Barry
#PresumeCompetence #CommunicationAccess
[id: a black and white photograph from behind of a young man pointing to a letter on a keyboard with his right hand, using a fidget with his left hand.]](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/474382198_1174792014649744_2571383165882437092_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=103&ccb=1-7&_nc_sid=18de74&_nc_ohc=klXgGv5wRtAQ7kNvgG1XZzT&_nc_oc=AdkNdxtJQf1d85eCqfBe87fNUn33A46LNtdI49bv77PnlNlsxGUm4xyVmbXHO-azDfs&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYGMDIVWBRETQZ9Xxu8f1-3Ei5ftM8ItwZLMcPZV5KUTzA&oe=67E744B1)
![Did you miss last night’s free info call? Don’t worry! The recording is being sent to registered participants this morning, so look for the email!
Wish you’d registered? We got you. Send us a DM and we’ll send you a link to the recording.
Ready to roll? Claim your spot in Miranda’s workshop! Spaces are filling fast after last night’s info session!
Discover practical strategies and tools for teaching phonics to nonspeaking individuals, empowering them to unlock the world of literacy.
This hands-on workshop is designed for educators, therapists, and caregivers working with individuals who use augmentative and alternative communication (AAC) or other multimodal communication approaches.
Join Miranda Cobo, a trained Orton-Gillingham instructor for this 6 part workshop series.
Orton-Gillingham offers a structured literacy approach and multimodal strategy focused on phonics. Miranda blends elements of Orton Gillingham's training with strategies specific to nonspeaking / minimally speaking learners using text-based AAC.
In this workshop, participants will:
* Learn evidence-based techniques to teach phonics skills tailored to nonspeakers.
* Explore multi-sensory approaches that integrate visual, tactile, and auditory learning.
* Understand how to incorporate phonics instruction into text-based AAC systems and daily routines.
* Gain insights into fostering confidence and motivation in nonspeaking learners.
Through interactive activities and real-world examples, this workshop equips you to support nonspeaking individuals on their literacy journey, helping them express their full potential.
Takeaways:
Leave with actionable plans, adaptable resources, and the inspiration to help every learner find their voice!
Google Meet at 7:30pm Eastern for 6 consecutive Wednesdays
(45 minutes each session)
Jan 29, Feb 5, Feb 12, Feb 19, Feb 26, Mar 5
Register via link in profile or send us a message and we’ll DM you the link!
[image id in comments]
#PresumeCompetence #LiteracyForAll #NonSpeakingDoesNotEqualNonThinking #Phonics #AutismEducation #NonspeakingAutism #CommunicationAccess](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/473670438_1172023568259922_1697601071348823928_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=109&ccb=1-7&_nc_sid=18de74&_nc_ohc=29YqxLNsIFwQ7kNvgHzxkB8&_nc_oc=AdmcI7rJ8vSYwN2Z8Lh4HueatkMlljFdWEhXzQMNaitq4wziGnql34gKX6M-EVcc6J4&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYGX4SN8p6U7D4RlenkICVS6MjoGpb7uZyqnvZb-Zn7lHA&oe=67E729AC)
![Ryan has a big year ahead, and we're here for it.
Here are his INs and OUTs for 2025:
INs
*Spending intentional time writing poetry.
*Hanging out with other typers.
*Working with new communication partners at school.
*Independent typing
OUTs
*Listening to my body instead of my thoughts.
*Anxious thoughts taking over.
*Less junk food.
*Spending too much time inside.
Are you a nonspeaker who wants your INs & OUTs for 2025 featured?
Send us a message!
[id: a graphic with Ryan's Ins and Outs listed inside teal boxes, the background is a photograph of a finger pushing a key on a bluetooth keyboard. There is a circle photo of Ryan, a young man with short blonde/brown hair, in the top left corner]
#2025InsAndOuts #PresumeCompetence #CommunicationAccess #MultimodalCommunication #Advocacy #Autonomy](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/473661694_1171610834967862_1589221431152233105_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&ccb=1-7&_nc_sid=18de74&_nc_ohc=TFR7dz0R9cAQ7kNvgFmJ_UZ&_nc_oc=Adkzgs_TKniP4FTmIAJqnW3oKe-_tohJDZpQRYyAxkNzscDoLjFUDkc_5ua8ByH1hJ4&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYEx3w9Emq56CpcJrX0aBdmHd2k0_GJrNGf7YZuCE3l2eg&oe=67E72CD3)
![Quick reminder as we see lots of posts / comments asking about the difference between spelling / typing and AAC or asking "why can't that student just use AAC?"
Straight from the website of the American Speech-Language Hearing Association (ASHA):
"AAC means all of the ways that someone communicates besides talking."
Therefore, pointing to letters to spell a message = AAC. Our students ARE using AAC.
Thanks for coming to our TedTalk.
[id: a teal and blue graphic with a white paper clipped reminder note that reads: "AAC is 'all of the ways that someone communicates besides talking' source: www.asha.org" The Reach Every Voice logo and insta handle is at the bottom.]
#AugmentativeAndAlternativeCommunication #AAC #Spellers #NonSpeakingDoesNotEqualNonThinking](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/473668571_1170915428370736_1764942602833748148_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=103&ccb=1-7&_nc_sid=18de74&_nc_ohc=9xnEBRAvXEgQ7kNvgGRTq4R&_nc_oc=AdlTyDHwBLuBZTVIV6cccZs3Tq8AnoUkqlVk3dtoWIC3tkk5Xz_z8gMgSXR3GHq_vHs&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYFTLVYcMNnX5XIPj6aOTKoEJ6NVtfNDuuKEQMpw547s7g&oe=67E7298D)
![Ethan's ready to make some moves this year. We love his focus on autonomy, beauty and togetherness.
Here are his INs and OUTs for 2025:
INs
*More autonomy in my day to day
*Beauty in nature
*Nerding out with friends
*Growing good systems of support
OUTs
*Micromanagement, even if it's well intentioned
*Sitting in the house
*Minding other folks' business
*Feeling alone
Are you a nonspeaker who wants your INs & OUTs for 2025 featured?
Send us a message!
[id: a graphic with Ethan's Ins and Outs listed inside teal boxes, the background is a photograph of a finger pushing a key on a bluetooth keyboard. There is a circle photo of Ethan, a young man with short brown hair, in the top left corner]
#2025InsAndOuts #PresumeCompetence #CommunicationAccess #MultimodalCommunication #Advocacy #Autonomy](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/473331606_1170041425124803_1964228443821162663_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=106&ccb=1-7&_nc_sid=18de74&_nc_ohc=8YeL4BUtJaUQ7kNvgGusS_G&_nc_oc=AdlvZQul-mLKA2QyUXgCrmxzjJL2J-Dyz_5j4d-fqh6gtK6i-dhZNwgFhPbRZ6UZ610&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYHNUb3phjS9zOk6O8lgT8VJOQiIzMya4yMB9TJ5ig3oGw&oe=67E71A2C)
![Nick had a big 2024, and he’s looking forward to an even bigger 2025.
Here are his INs and OUTs for 2025:
INs
*Trying more new, bold presentations
*Protecting my peace
*Big beach time
*Family and my friends
OUTs
*Hesitating to be how society doesn’t yet accept
*Giving a hoot about tiny-minded strangers’ rudeness
Are you a nonspeaker who wants your INs & OUTs for 2025 featured?
Send us a message!
[id: a graphic with Nick’s Ins and Outs listed inside teal boxes, the background is a photograph with an array of low-tech communication boards. There is a circle photo of Nick, a young man with short brown hair, in the top left corner]
#2025InsAndOuts #PresumeCompetence #CommunicationAccess #MultimodalCommunication #Advocacy](https://scontent-iad3-2.cdninstagram.com/v/t39.30808-6/473140318_1168326088629670_6866341799197161120_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=106&ccb=1-7&_nc_sid=18de74&_nc_ohc=f3KMr8t9MZMQ7kNvgGO-FtZ&_nc_oc=AdmNkvL2OiFBxvE-Vq2sr39tRDm_dEylpuwOKKXoqAD4GbQOTB0Z0ewFDofmCb--XZU&_nc_zt=23&_nc_ht=scontent-iad3-2.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=5Jh7q5kcoQsCgW4E4hmPCQ&oh=00_AYEUWdEBrcu1R1kcxoIp6JQnQzdvsM4oVJILbV7idY0Mog&oe=67E720CA)