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Alabanza por alcanzar todas las voces

¿Qué hay de nuevo en REV?

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

Schools routinely use practices that are not evidence-based, yet push back against providing support to letterboard users using the same reasoning.

Get access to our list over 50 everyday, widely accepted school practices that persist despite lacking strong evidence or even contradicting research in child development, learning science, or inclusive education.

👇 Comment "evidence" here and we'll DM you a link.

[id: a series of 7 slides featuring the same photograph of Lisa (standing, a person with curly shoulder-length red hair and a green shirt holding a letterboard) and Trevor (seated, a person with short red hair and a beard wearing black ear defenders pointing to letters on the board). Text over images reads:

1:When your school says that using a letterboard to communicate can’t be supported there because “it’s not evidence-based...“

2: ...why not take a moment to point out to them all the other things actively going on in schools that don’t meet the criteria of being
evidence based?

3: Can't think of any? We have a list with 60+ things, but we’ll share a few to get you started.

4: In districts in Maryland near REV, elementary school students start their days later than high school students. Research *strongly* supports the opposite.

5: Schools assign and grade individual students on group projects without teaching collaboration skills first.

6: Teachers assign homework in elementary schools despite a lack of evidence that there is academic benefit for younger students.

7: Want our list? Comment "evidence" and we'll get it to you. Let's keep the list growing in the comments. Share something your child's school does that's not an evidence based practice.

#EvidenceBasedPractice #Education #PresumeCompetence #CommunicationAccess #InclusiveEducation

Schools routinely use practices that are not evidence-based, yet push back against providing support to letterboard users using the same reasoning.

Get access to our list over 50 everyday, widely accepted school practices that persist despite lacking strong evidence or even contradicting research in child development, learning science, or inclusive education.

👇 Comment "evidence" here and we'll DM you a link.

[id: a series of 7 slides featuring the same photograph of Lisa (standing, a person with curly shoulder-length red hair and a green shirt holding a letterboard) and Trevor (seated, a person with short red hair and a beard wearing black ear defenders pointing to letters on the board). Text over images reads:

1:When your school says that using a letterboard to communicate can’t be supported there because “it’s not evidence-based...“

2: ...why not take a moment to point out to them all the other things actively going on in schools that don’t meet the criteria of being
evidence based?

3: Can't think of any? We have a list with 60+ things, but we’ll share a few to get you started.

4: In districts in Maryland near REV, elementary school students start their days later than high school students. Research *strongly* supports the opposite.

5: Schools assign and grade individual students on group projects without teaching collaboration skills first.

6: Teachers assign homework in elementary schools despite a lack of evidence that there is academic benefit for younger students.

7: Want our list? Comment "evidence" and we'll get it to you. Let's keep the list growing in the comments. Share something your child's school does that's not an evidence based practice.

#EvidenceBasedPractice #Education #PresumeCompetence #CommunicationAccess #InclusiveEducation

Inclusion is not a seat in the room. We have watched too many children placed in general education on paper while the adults around them never truly believed they belonged there.

Access means being wanted, taught to, and presumed competent, not simply being present while a school waits for you to prove you deserve to stay.

In her latest blog, Lisa reflects on a hard reality of this work: you can advocate fiercely, win the decision, and still not get what your child needs when the team was never truly on board. Securing the right to a meaningful education, it turns out, isn't the same as actually being welcomed into one.

Read the full piece, linked in our bio.

#PresumeCompetence #InclusiveEducation #CommunicationAccess

Inclusion is not a seat in the room. We have watched too many children placed in general education on paper while the adults around them never truly believed they belonged there.

Access means being wanted, taught to, and presumed competent, not simply being present while a school waits for you to prove you deserve to stay.

In her latest blog, Lisa reflects on a hard reality of this work: you can advocate fiercely, win the decision, and still not get what your child needs when the team was never truly on board. Securing the right to a meaningful education, it turns out, isn't the same as actually being welcomed into one.

Read the full piece, linked in our bio.

#PresumeCompetence #InclusiveEducation #CommunicationAccess

They see a diagnosis. We see a person.

In Ethan's powerful words, we're reminded of the vast difference between fixing, training, and dismissing versus truly seeing, supporting, and empowering.

At REV, we've spent 11 years rejecting the deficit model. We don't try to make nonspeaking autistic individuals fit into neurotypical boxes. Instead, we create environments where autonomy thrives alongside necessary support.

This dual commitment—honoring independence while providing robust assistance—is at the heart of everything we do. Because presuming competence isn't just a philosophy; it's the foundation for meaningful connection.

Want to learn how we create spaces where students like Ethan feel truly seen? Reach out today.

"MDs see me as someone to cure. BCBAs see me as someone to train to fit a neurotypical world. SLPs see me as someone incapable of real communication. But my REV teachers see me as someone capable of having so much autonomy thought I definitely need a lot of support."

Ethan Tucker

#AutisticVoicesMatter #PresumingCompetence #NeurodiversityAffirming #AutonomyWithSupport

[ID: A blue and white graphic featuring a quote from Ethan Tucker contrasting how different professionals view him versus REV teachers. The right side shows Ethan, a young man with short dark hair wearing a black shirt, leaning up against a window.]

📧 info@ReachEveryVoice.org 🌐 www.ReachEveryVoice.org

They see a diagnosis. We see a person.

In Ethan's powerful words, we're reminded of the vast difference between fixing, training, and dismissing versus truly seeing, supporting, and empowering.

At REV, we've spent 11 years rejecting the deficit model. We don't try to make nonspeaking autistic individuals fit into neurotypical boxes. Instead, we create environments where autonomy thrives alongside necessary support.

This dual commitment—honoring independence while providing robust assistance—is at the heart of everything we do. Because presuming competence isn't just a philosophy; it's the foundation for meaningful connection.

Want to learn how we create spaces where students like Ethan feel truly seen? Reach out today.

"MDs see me as someone to cure. BCBAs see me as someone to train to fit a neurotypical world. SLPs see me as someone incapable of real communication. But my REV teachers see me as someone capable of having so much autonomy thought I definitely need a lot of support."

Ethan Tucker

#AutisticVoicesMatter #PresumingCompetence #NeurodiversityAffirming #AutonomyWithSupport

[ID: A blue and white graphic featuring a quote from Ethan Tucker contrasting how different professionals view him versus REV teachers. The right side shows Ethan, a young man with short dark hair wearing a black shirt, leaning up against a window.]

📧 info@ReachEveryVoice.org 🌐 www.ReachEveryVoice.org

When Philip types "I am a person," he's not just making a statement. He's challenging a system that too often underestimates nonspeaking students' intellectual capabilities.

At REV, we don't "teach down." We build up. We challenge. We engage.

We provide the age-appropriate, intellectually stimulating education that every mind deserves.

Tired of educational programs that assume incompetence? Join our community of families who've discovered what's possible when we truly respect nonspeaking students' intelligence.

Thank you to our friend Philip for letting us share your words!

Attention
Move faster
Priority
Louder
I am a peron
Future is now
You matter

#RealAcademics #IntellectualRespect #EducationJustice #AutisticMinds #PresumeCompetence

[Image description: A student named Philip smiles while wearing yellow headphones in front of his communication device displaying an AMPLIFY acrostic that includes powerful phrases like "I am a person" and "Future is now."]

When Philip types "I am a person," he's not just making a statement. He's challenging a system that too often underestimates nonspeaking students' intellectual capabilities.

At REV, we don't "teach down." We build up. We challenge. We engage.

We provide the age-appropriate, intellectually stimulating education that every mind deserves.

Tired of educational programs that assume incompetence? Join our community of families who've discovered what's possible when we truly respect nonspeaking students' intelligence.

Thank you to our friend Philip for letting us share your words!

Attention
Move faster
Priority
Louder
I am a peron
Future is now
You matter

#RealAcademics #IntellectualRespect #EducationJustice #AutisticMinds #PresumeCompetence

[Image description: A student named Philip smiles while wearing yellow headphones in front of his communication device displaying an AMPLIFY acrostic that includes powerful phrases like "I am a person" and "Future is now."]

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

What happens when a nonspeaking communicator works with a partner who has never met them? No shared history, no learned rhythms, no shortcuts. Just two people building communication in real time.

That is what our students did at REV's Communication Partner Skill Building Intensive last month, and it is the clearest test there is of whether we actually presume competence or just say we do.

Erin's new blog post gets into the difference between living it and saying it, and why that gap matters for everyone working in AAC.

Comment PRESUME and we'll send the link to your DMs.

#PresumeCompetence #AAC #CommunicationAccess

What happens when a nonspeaking communicator works with a partner who has never met them? No shared history, no learned rhythms, no shortcuts. Just two people building communication in real time.

That is what our students did at REV's Communication Partner Skill Building Intensive last month, and it is the clearest test there is of whether we actually presume competence or just say we do.

Erin's new blog post gets into the difference between living it and saying it, and why that gap matters for everyone working in AAC.

Comment PRESUME and we'll send the link to your DMs.

#PresumeCompetence #AAC #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.]

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

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

Most communication training happens in rooms without nonspeaking people in them. This weekend, they ran the room where it happens.

Our Communication Partner Skill Building Intensive put nonspeaking communicators at the center as teachers, not subjects. Three days of skill building with families, DSPs, and the experienced communicators leading the work.

Friday and Saturday morning built the foundation. Saturday belonged to our nonspeaking presenters, whose teaching shaped the rest of the weekend. Participants then practiced their new skills with experienced nonspeaking communicators before bringing those skills home. Sunday tied it together.

We witnessed parents finding language for what they'd always sensed. DSPs sharpening their presence. Nonspeaking presenters and practice partners holding the room as the teachers they are.

Participants used @adaptiverseapp throughout the weekend, with free access provided by the Adaptiverse team, to adapt materials in real time.

Made possible in part by a grant from the Maryland Developmental Disabilities Council to our nonprofit, @revaccessability. Thank you @mdddcouncil for investing in community-led communication access.

#PresumeCompetence #CommunicationAccess #AAC

Most communication training happens in rooms without nonspeaking people in them. This weekend, they ran the room where it happens.

Our Communication Partner Skill Building Intensive put nonspeaking communicators at the center as teachers, not subjects. Three days of skill building with families, DSPs, and the experienced communicators leading the work.

Friday and Saturday morning built the foundation. Saturday belonged to our nonspeaking presenters, whose teaching shaped the rest of the weekend. Participants then practiced their new skills with experienced nonspeaking communicators before bringing those skills home. Sunday tied it together.

We witnessed parents finding language for what they'd always sensed. DSPs sharpening their presence. Nonspeaking presenters and practice partners holding the room as the teachers they are.

Participants used @adaptiverseapp throughout the weekend, with free access provided by the Adaptiverse team, to adapt materials in real time.

Made possible in part by a grant from the Maryland Developmental Disabilities Council to our nonprofit, @revaccessability. Thank you @mdddcouncil for investing in community-led communication access.

#PresumeCompetence #CommunicationAccess #AAC

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

🌞 Sharing this again as summer gets closer..Only 1 spot left!

Summer Co-Op at Reach Every Voice

A small-group, in-person program for middle school-aged students and older, focused on communication, collaboration, and meaningful participation.

📍 Gaithersburg
• Wednesdays & Thursdays
• 10:00 AM – 12:00 PM

📍 Severna Park
• Mondays & Tuesdays
• 10:00 AM – 12:00 PM

📅 June 22 – August 14
👥 Group size capped at 4 students

Spots are intentionally very limited to support each learner 💛

Learn more or enroll at the link in bio!

🌞 Sharing this again as summer gets closer..Only 1 spot left!

Summer Co-Op at Reach Every Voice

A small-group, in-person program for middle school-aged students and older, focused on communication, collaboration, and meaningful participation.

📍 Gaithersburg
• Wednesdays & Thursdays
• 10:00 AM – 12:00 PM

📍 Severna Park
• Mondays & Tuesdays
• 10:00 AM – 12:00 PM

📅 June 22 – August 14
👥 Group size capped at 4 students

Spots are intentionally very limited to support each learner 💛

Learn more or enroll at the link in bio!

✨ A quick reminder as you plan for summer 👇

Virtual Summer Institute at Reach Every Voice

If you’re looking for a flexible, connection-centered way to learn and engage from home, this is a great option to keep in mind.

Our 8-week online experience is designed for AAC communicators and typers to learn, connect, and share ideas in a supportive space.

Each class includes guided instruction, opportunities to respond, and engaging discussions across topics like current events, science, history, and more.

Whether joining live or watching later, students are encouraged to participate in ways that work best for them 🤍

💻 Live on Zoom
💛 Open to learners of all communication abilities
🎥 Recordings available
💲 $20 per class

Spots are filling and classes are designed to stay supportive and engaging 💛

See the link in bio to learn more or sign up.

#aac #aaccommunity #spellers #inclusivelearning #specialeducation #communicationforall #virtuallearning #aaceducation #reachEveryVoice

✨ A quick reminder as you plan for summer 👇

Virtual Summer Institute at Reach Every Voice

If you’re looking for a flexible, connection-centered way to learn and engage from home, this is a great option to keep in mind.

Our 8-week online experience is designed for AAC communicators and typers to learn, connect, and share ideas in a supportive space.

Each class includes guided instruction, opportunities to respond, and engaging discussions across topics like current events, science, history, and more.

Whether joining live or watching later, students are encouraged to participate in ways that work best for them 🤍

💻 Live on Zoom
💛 Open to learners of all communication abilities
🎥 Recordings available
💲 $20 per class

Spots are filling and classes are designed to stay supportive and engaging 💛

See the link in bio to learn more or sign up.

#aac #aaccommunity #spellers #inclusivelearning #specialeducation #communicationforall #virtuallearning #aaceducation #reachEveryVoice

🌞 A quick reminder as you plan for summer 👇

Summer Institute at Reach Every Voice

If you’re looking for a program that prioritizes communication, connection, and meaningful participation, this is one to keep in mind.

Students engage in interest-based lessons, shared discussions supported by AAC, and guided peer interaction all within a supportive small-group environment.

📍 Gaithersburg, MD
👥 Small groups (max 8 students)

Summer 2026 sessions:
June 22 – July 2
July 6 – July 17
July 20 – July 31

Spots are limited and designed to stay small 💛
Learn more and register at the link in our bio.

#AAC #CommunicationAccess #PresumeCompetence #ReachEveryVoice

🌞 A quick reminder as you plan for summer 👇

Summer Institute at Reach Every Voice

If you’re looking for a program that prioritizes communication, connection, and meaningful participation, this is one to keep in mind.

Students engage in interest-based lessons, shared discussions supported by AAC, and guided peer interaction all within a supportive small-group environment.

📍 Gaithersburg, MD
👥 Small groups (max 8 students)

Summer 2026 sessions:
June 22 – July 2
July 6 – July 17
July 20 – July 31

Spots are limited and designed to stay small 💛
Learn more and register at the link in our bio.

#AAC #CommunicationAccess #PresumeCompetence #ReachEveryVoice

🌞 A quick summer reminder for our teens & tweens 👇

REV Summer 2026: Teens & Tweens

If you’re still thinking about summer plans, this is a space where communication is supported and ideas are truly valued.

Our Collaborative Learning Group (ages 11–16) focuses on discussion-based learning, connection, and growing independence in a supportive environment.

📍 Gaithersburg & Severna Park
🗓 Weekly series + one-week intensive options

Spots are filling and kept intentionally small 💛
Visit the link in our bio to learn more.

#ReachEveryVoice #AAC #InclusiveEducation #PresumeCompetence #CommunicationAccess

🌞 A quick summer reminder for our teens & tweens 👇

REV Summer 2026: Teens & Tweens

If you’re still thinking about summer plans, this is a space where communication is supported and ideas are truly valued.

Our Collaborative Learning Group (ages 11–16) focuses on discussion-based learning, connection, and growing independence in a supportive environment.

📍 Gaithersburg & Severna Park
🗓 Weekly series + one-week intensive options

Spots are filling and kept intentionally small 💛
Visit the link in our bio to learn more.

#ReachEveryVoice #AAC #InclusiveEducation #PresumeCompetence #CommunicationAccess

☀️ Planning ahead for summer? This is one of our most loved programs 👇

REV Summer 2026: Little Learners

Our Little Learners program is designed for students ages 5–10 who are building communication skills in a supportive, small-group setting.

Over four days, students will practice meaningful communication, connect with peers, and build friendships all while having fun.

📍 Gaithersburg
📅 August 3–6 (Mon–Thurs)
⏰ 12:30–1:45 PM
👥 Group size limited to 4 students

Spots are intentionally small to support each learner 💛
Comment LITTLE for the link to sign up👇

We can’t wait to see you this summer!

#ReachEveryVoice #CommunicationAccess #InclusiveLearning #SummerPrograms

☀️ Planning ahead for summer? This is one of our most loved programs 👇

REV Summer 2026: Little Learners

Our Little Learners program is designed for students ages 5–10 who are building communication skills in a supportive, small-group setting.

Over four days, students will practice meaningful communication, connect with peers, and build friendships all while having fun.

📍 Gaithersburg
📅 August 3–6 (Mon–Thurs)
⏰ 12:30–1:45 PM
👥 Group size limited to 4 students

Spots are intentionally small to support each learner 💛
Comment LITTLE for the link to sign up👇

We can’t wait to see you this summer!

#ReachEveryVoice #CommunicationAccess #InclusiveLearning #SummerPrograms

"...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]

This is what phonics can look like.

A nonspeaking autistic learner, her AAC device, letter cards with picture supports, squishy water bead letters, an alphabet stencil, colored discs for marking answers. All of it working together.

She is not doing pre-academics. She's not working on functional life skils. She is learning phonics. Multisensory instruction + multimodal communication.

The materials are designed around how her brain takes in information, not around what she can't do.

We talk a lot about multisensory instruction for learners who participate in general education programs or who need extra support but who use their voices like their peers. Once we start looking at learners with higher support needs who might need multimodal communication supports, schools and therapists often fall into patterns of making learners prove their capabilities in specific ways before providing access to academics.

Real academic progress and meaningful inclusion is possible when we stop waiting for kids to look ready and start building what they need.

#PresumeCompetence #CommunicationAccess #NonspeakingAutistic #AAC #MultisensoryPhonics #ConnectionOverCompliance #LiteracyForAll

This is what phonics can look like.

A nonspeaking autistic learner, her AAC device, letter cards with picture supports, squishy water bead letters, an alphabet stencil, colored discs for marking answers. All of it working together.

She is not doing pre-academics. She's not working on functional life skils. She is learning phonics. Multisensory instruction + multimodal communication.

The materials are designed around how her brain takes in information, not around what she can't do.

We talk a lot about multisensory instruction for learners who participate in general education programs or who need extra support but who use their voices like their peers. Once we start looking at learners with higher support needs who might need multimodal communication supports, schools and therapists often fall into patterns of making learners prove their capabilities in specific ways before providing access to academics.

Real academic progress and meaningful inclusion is possible when we stop waiting for kids to look ready and start building what they need.

#PresumeCompetence #CommunicationAccess #NonspeakingAutistic #AAC #MultisensoryPhonics #ConnectionOverCompliance #LiteracyForAll

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

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

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

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

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

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