Reach Every Voice

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Reach Every Voice is a practice of educators working with nonspeaking and minimally speaking students. We also collaborate with families and schools.

We teach these students to express themselves with alternative communication. Reach Every Voice is dedicated to providing enriching learning environments and engaging activities for kids with non-traditional methods of communication.

11/02/2026

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.]

10/30/2026

Ethan's powerful acrostic poem deserves to be re-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.]

10/30/2026

Students with communication access needs are rarely offered big questions. Curriculum built on pre-academics and functional life skills assumes abstract thinking is out of reach, so the questions never get asked.

Our fall co-op groups have spent the semester proving otherwise. A look at what they’ve been exploring:

Scared on purpose: why would anyone choose to be scared?
What would you risk: what’s worth the danger?
Better off alone: independence or connection?
The way we’ve always done it: what traditions are worth keeping?
Would you believe it: how do we know what’s true?
Who’s in charge here: who gets to decide for other people, and should they?
Worth it: who decides what something is worth, and are they right?

These are questions without single right answers, which is exactly the point. Our teachers use scaffolding frameworks that make the content accessible however a student responds, whether that’s choice making, typing, spelling, or another modality. Every student engages with the same big ideas. Students debate, defend positions, change their minds, and push back on each other. That’s what access to real learning looks like when you presume competence.

10/28/2026

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.]

10/26/2026

For years, TJ’s family fought for what every child deserves: the chance to learn, grow, and be challenged. Too often, that right is delayed or denied for nonspeaking students.

Today, after years of persistence and advocacy, TJ finally has access to grade-level learning—and he’s thriving. 🌍

Here, Lisa works with him on his Global Citizenship class for , where every learner’s ideas and voice are valued. This is what happens when students are given access to what should have been theirs all along.

10/23/2026

We talk a lot about presuming competence, but it's always good to have some checks on your practice - especially as we head into the end of the first marking period!

Here are 5 questions for you or your educational teams to spark conversation and make sure you're walking the walk of presuming competence.

1) Ask yourself: Do I ever talk down, use a loud or slow voice, or talk about my child as if they are not there? Does my child's educational team do these things?

2) Ask yourself: Do I use age-appropriate language, materials, and topics that correlate to my child's interests? Does my child's educational team do these things?

3) Ask yourself: Do I understand that my child may not always show that they know or what they are thinking? Does my child's educational team do these things?

4) Ask yourself: What is one things your family / team does well to demonstrate presumption of competence?

5) What is one thing your family / team can improve to demonstrate presumption of competence?

What other questions do you ask of yourself and your child's team?

Want to dive deeper into the ideas behind presuming competence and how we can take steps to build this philosophy in our families, schools, and communities? Check the link in the comments for a great getting-started video.

Image ID: There are 7 slides, each with a teal brushstroke background. The title slide says, "5 Questions to ask to ensure you're PRESUMING COMPETENCE." Each of the following slides has the questions from the captions above. The final slide has the Reach Every Voice logo and the words, "Like if you learned something new. Follow us to keep learning."

Like if you learned something new. Follow us to keep learning.

10/22/2026

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]

10/21/2026

There is no single right way to support someone’s communication, which is why we do not teach a script. This parent noticed what we design for: an approach that adapts to the specific communicator in front of you, with their agency at the center.

Supporting communication is a shared responsibility. One skilled practitioner in one weekly session cannot carry it. Access grows when parents, siblings, DSPs, teachers, and SLPs all know how to hold the door open.

At the Communication Partner Skill Building Intensive, you build those skills the only way they can be built, through practice with real communicators. Nonspeaking AAC users lead sessions as paid presenters and give participants direct feedback. This is our last Intensive for 2026.

Registration details are in the first comment. Sign ups close at the end of the month or when the last seat fills.

10/19/2026

Have you ever looked at an IEP's present levels or a report with assessment results and felt they were just SO WRONG? That they didn't reflect the kid you know?

The first question we always ask when viewing present levels or any assessment results is, "did they have access to a reliable form of communication when they were asked to demonstrate this knowledge?"

If the answer is no, then that "information" in the document really tells us nothing.

We have no idea what a child is capable of learning unless information is presented in a way that is accessible to them and they have a reliable way to communicate their understanding.

Communication is at the core of everything.

Communication is a human right.

[image ID: a two-tone teal graphic of a speech bubble. The words printed on top say, "We have no idea what a child is capable of learning unless information is presented in a way that is accessible to them and they have a reliable way to communicate their understanding." The Reach Every Voice logo is in white at the bottom right of the image.]

10/16/2026

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

[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.]

Address

800 S. Frederick Avenue Suite 210
North Bethesda, MD
20877

Telephone

+12406301785

Website

http://www.reacheveryvoice.org/

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