Reach Every Voice is a team of educators with decades of experience providing AAC instruction for nonspeaking and partially speaking autistic learners in Maryland. We offer one-on-one communication instruction, adapted grade-level curriculum, communication partner training, professional development for educators, and school consultation. Our practices draw from multiple evidence-based strategies, centered on a text-based, multimodal AAC approach that meets each learner where they are
Some communication approaches prescribe a rigid, step-by-step recipe for using their tools and instructional methods. At Reach Every Voice, we take a different path. Our practices are informed by multiple evidence-based strategies, drawing from a variety of sources to meet each learner where they are.
We know every student is unique — and most communicate in multiple and varied ways. That’s why our instruction centers on a text-based, multimodal AAC approach, empowering learners to express themselves authentically, confidently, and effectively.
Rooted Here. Reaching Further.
REV AccessAbility is a 501(c)3 non-profit organization that has supported text-based multimodal communication since 2017.
We strive to provide access to more training, coaching, and practice opportunities and to work to make these more affordable for all stakeholders.
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![Why are we sharing so many words and quotes from our students?
1) The world gets a LOT wrong about autism and autistic people. We're trying to share new perspectives.
2) The best way to learn is from autistic people themselves.
Nadia perfectly puts this into her own words.
"Quiet the received ideas you have about students who look and move like me. Really autism is an every sensory and ambient reality. Really who else knows except us?"
[id: a photograph of Nadia, wearing a green jacket, standing in a field of wildflowers. She feels the leaves between her fingers. Her words from post are shared in white text with red accents on the image.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/539800970_1376379001157710_8419749363384988286_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=Cg56s2OIM74Q7kNvwFu5dDe&_nc_oc=AdqH3rhViogufXgPc-YYOF0V2asiTb07c3_FVCBo8fne65dqNtACO7vFN4TbaiEWErY&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQL5hFH8vJtBh08SGr3rxjMyA89pdmxCZvPQ_wCwAQrSymg2U94a0-9DFkWX_d1gLRyA5lM-IGoC&oh=00_AQJR0JVV6yhztzaZxxObcOXAzBd9SxO2RrVf9WdBTraUVQ&oe=6AB575D4)
![We're so grateful to our friend Kaylie from New York for contributing to Nick's Dear Teachers series. Kaylie was a participant in our first College Bound Academy and we recently got to reconnect.
Kaylie shares: "Each autistic is unique; please don’t pigeonhole or stereotype us. Always teach us on a higher level than you think we could understand - we will surprise you in what we can learn! Include us fully in class discussions and decisions - we have so much to offer! Most importantly, accept us as we are, quirks, noises and all!"
[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Kaylie, a young woman with long blonde hair and a buffalo bills sweatshirt. Kaylie's words are printed in white next to her. The words "listen to all voices" and the reach every voice website are at the top of the image]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/542754007_1374975654631378_8749410810548033424_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=105&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=xHCUgoywbdIQ7kNvwE4YwnU&_nc_oc=AdpPOCCWOI0VaC3uz2PxG2XnXfX48IlaLkYWDdC1nnxpdycvYdH6ROQg4detNEEkAWw&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQKw6Tn9TVkpZPAupkkltJEbdqIAeenJJhdS92-ZZjhBdMu_m6z_nrkQZCxvxGtU6QD0Z-hMpfis&oh=00_AQLFOZZvcUhqq2sdEeci7sQ-r03k8PBFRF1_I9KPFfi3Qg&oe=6AB57D51)
![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."
Let's make this the year we reflect on our practices and ask how we can be the change. Need help taking steps to get started? Reach out.
[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.]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/541639286_1372816368180640_5676097176378756632_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=d7Ae0BfXjTMQ7kNvwGTFuOK&_nc_oc=AdqC_NPpVzBIQ5vXjzqtyWv8235eApyspCksyPy59moV8m3HwE2SlRGN7nm2TZt4FgE&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQL5ao5-3s6PslHRFbWMO6Q00ooscZ7c00NWG1PobNwB9umA_uprZz5aScDk59Ng9otqZYawivdz&oh=00_AQKfX3q6PervOL8bbVLj6De2IkTt8DJ_SaE8zDxDtJAksA&oe=6AB559C9)
![From our student TJ:
"Dear Teachers,
How you view me sets the stage for what I believe I can and can not do. Focusing on my limited capabilities has given me vast gaps in knowledge and self-confidence. How awful to always wonder how my life might differ given someone who truly believed in my understanding."
TJ Thompson
REV Student
[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nick, a young man with shoulder-length dark hair and gray shirt. TJ'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]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/786778369_1711951087600498_7916188740944253056_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=tCJlLdiEBKwQ7kNvwGWvH9c&_nc_oc=AdodmdVfNUfBrqejUbOL61IWcvk872gSGbDooui19IcZYAwfItDAhihdkOwM2xVMkqI&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQK5TvUpbhiAESSFMRnAzWjRqsH0uThDG22q6vGo1B1SwOhwsYwGQ_AkLpzhMI21YMb8EpVi8QJD&oh=00_AQKve2tSR7Q7Fx6iFJCmnmhsA4OI8-qE2E_XGUrUYQdXvg&oe=6AB5728A)
![We live in a society that privileges speech above all other methods of communication. If you’re someone fortunate enough to be able to use speech reliably as your main method of communication, chances are you don’t have to spend a lot of time or energy thinking about how you access it.
That's a privilege.
Our society also frequently equates speech and emotional regulation with intelligence. If you've never had someone make a snap judgement about your capability based on your outward appearance or communication, you might not understand the pain of being misjudged, often for years.
That's a privilege, too.
At Reach Every Voice, we recognize the privilege that comes with speaking and being in control of our motor systems. And we work to amplify the words and ideas of those whose voices have been marginalized.
Our student Ryan proudly shares,
"I am a nonspeaker. My body does not always reflect what my mind is thinking. With patience you will see my true intelligence."
As you move through your day today, stop and ask yourself what you may have taken for granted and how you can work to reframe your assumptions around nonspeaking people.
[id: a photograph of a smiling young man in a baseball cap and hoodie sitting in his car. The words from the quote shared in the caption are on the photo surrounded by blue accents.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/762998536_1689336136528660_6501838531538433468_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=106&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=JsxbGXRw9TIQ7kNvwEdSDye&_nc_oc=AdqgiTQYo502inLGYnbmcSZ2fbEtWWBZUr7zu-kXXkUZ93ctZWWDRY-b-g3haSzrh3Q&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQKSpvVsX17iBGv8NJgKrFw2DKpv94ycVoGhvyqruA-B5A_WDV7ojrrg-AjhyML4szV4AFMMBfFt&oh=00_AQKfoKDWCqfGu_ArXLRfY7_W5QTjaooWgItz0yB7tAvC5g&oe=6AB57770)
![We need to let go of the image of an ideal learner being someone who is seated, holding their body still, and quietly looking at the teacher.
Too often we hear teachers say, "We have to get behavior under control first." And as a result, we're restricting the opportunities we provide that student.
Students don't need to "look like" they're listening in order to learn.
Sitting at a desk should not be a prerequisite for access to education.
[id: a teal and blue background with a white post it paper clipped in the middle. The words on the post-it say, "Reminder: Students don't need to Students don't need to "look like" they're listening in order to learn. Sitting at a desk should not be a prerequisite for access to education."]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/761273568_1685621480233459_5598746881422942275_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=RozJJ5bm01gQ7kNvwFus5zt&_nc_oc=AdrhU5r4U6bM5-1Bt5gZAqkYsrU1Zc-2P3ZmlR8qqRCPwwnVTRD-cCSpqngAbJJpeNI&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQJ3my0BlmQvccxUK9JrrRnvP9TwPZlfJhP_K1-yIVYtNxrCkn37tfJlJlj4HBf2VlA2ofSsYe3h&oh=00_AQImw87VKAySJhAr3CFPjdSeNQGTD4w3Vj1riIJ24hWE8w&oe=6AB5633F)
![What a difference it makes in our mindset and our teaching when we presume competence in our students and embrace the understanding that what may look like "bad behavior" is quite possibly the response of a brain-body disconnect.
Our student Ethan Statter wrote these words to share about his experience of disconnection and struggle between his brain and body.
Hero or Villain
Oftentimes in life, people experience feeling like a villain and a hero. This is something I feel quite often. I am a villain to myself, when I can’t control my body.
The brain body disconnect I feel is real. It’s hard to describe.
Imagine an angel and a devil. The angel is my brain telling me everything I want and need to do. The devil is my body losing control and taking over.
Imagine what this daily battle feels like, when you know right from wrong.
My brain is the hardest working part of my entire being. I gear up for the war against my body each day, wondering if they will ever agree.
The angel has to win.
I have to love my body but how can I when it’s in a constant battle against me. Who am I? Am I my brain or my body? I’m tired of being torn in two.
I need to give myself grace. The grace to succeed and permission to love myself, even in moments of weakness.
Notes from Ethan: I was inspired to write this poem when my brain and body were not cooperating with one another. The challenges nonspeaking autistic humans face can be tough. At times our bodies don't match our thoughts. Hence the devil and angel comparison. The brain body disconnect is something I write about frequently because it is misunderstood. I know the others in this community can relate. We have to stick together.
[id: a photograph of Ethan sitting with his arms and legs crossed, chin resting on his hands. He is gazing toward the ground. Some words from Ethan's portion of the caption are printed on the photo in white text with teal accents.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/764006314_1689339509861656_1268315017056619739_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=101&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=GXCED0pD8ecQ7kNvwHJ_wuy&_nc_oc=AdqylNFmPOcisFfyMKhmMVHtTwPtTyLsXTCp6SeDbnYCJxRGQMbuS4q9y6DS7oLj3d0&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQJNoaqm2V3CxCV6BgWisjjMxvT_pFvixdn2ogm_MbG3uHf9Bk63BEmVFRGnI5YUYuIf2aORozX8&oh=00_AQLu_ACoi-kQRXcO5wwi1kC8LsgJS7xVkC1yPOrkkxyU5A&oe=6AB55FF7)
![At Reach Every Voice, we believe every student deserves access to learning and communication—no matter how they express themselves. We don’t stick to one method; we adapt to each learner’s strengths and goals.
This year, we’re offering curriculum guides, AI-powered lesson creation, live and recorded classes, plus training for parents and professionals.
Want the links? Comment “Learn with REV!” and we’ll send them your way.
[slide descriptions:
1: REV affirms all students deserve access to learning and communication.
2:REV adapts to each learner’s strengths, not one method.
3: Adapted curriculum guides make academics accessible for all students.
4: Adaptiverse offers AI-powered lesson creation for educators.
5: Live online classes connect students with real-time learning.
6: Recorded course archive provides flexible, on-demand access.
7: Training and resources support parents and professionals.
8: REV invites connection to support every learner’s growth.]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/764855184_1690259399769667_3798276520579760679_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiQ0FST1VTRUxfSVRFTS5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=Cce58JH16S0Q7kNvwHWgr9l&_nc_oc=Adqg2kl60PFAbDWBTlelWgf7Ui9J_4T7pIoUGXOXFz_WS9OVUITE0XZCSC0tnjYHJ4M&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQJXYRuxQvcTwKGUtyoy7rVRIINroD-mPYLsjSjKtcqFEepH9wJBIyo9QhW-cGWjdI5JWcgTNJp1&oh=00_AQIm52uPwqhtlU-GSf3RXIIHqcz645X3NKscEZstCObimw&oe=6AB58227)
![Next week is the first week of school for some students in our area, and that's got us thinking about things our students have told us that we want to make sure we're sharing again.
In his series, "Dear Teachers," Nick shares his friends' words of wisdom for the educators working with nonspeaking and minimally speaking students.
Help us amplify their reach and share these posts.
Nick starts us off by sharing his own thoughts:
"Dear Teachers,
Hugely important to not equate speech with intelligence. If your students script and echo, believe they have the capacity for deeper thought and very real education, even if they can't yet tell you. You hold the literal keys to barriers that kept me from studying true topics in school: free others from counting and calendar time jail."
Nick Barry
REV Student
[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nick, a smiling man with short dark hair and an olive green shirt. He is wearing a TASH presenter badge on Mardi Gras beads. Nick'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]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/761546282_1685615253567415_1393836971017440412_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=108&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=nHAmCRjYf3EQ7kNvwFrpxUz&_nc_oc=AdptGTGTeAqMUScjzR0upKKXi1CTUs0WPXZRrgBOi6HKWjZOiQxeKLNrtA8OCtZ9PWQ&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQKVFmJrEHYVxbY0NpfBoyQS8-_wTmAuYNXag7MsKJFNcClxQSg5-uM_U9YLf92a-Ed_tRSyPPwI&oh=00_AQKBszbNtzcWfZxavKLjhkQHKGLvXfet1Fm68J3iKb7M1w&oe=6AB576BE)
![The role of a communication partner supporting an AAC user looks different from other traditional school jobs or caregiving positions, especially once that role is framed within the context of ensuring the communication rights of nonspeaking students are being upheld and respected.
Today, our student Nick shares with us ways he envisions ethical support of AAC users by their communication and conversation partners.
Nick's Tips: advice from a nonspeaking autistic guy
5 different ways to be an ethical partner to AAC users
1: Ask before you share what I spell with you. You don't want every text you write shared on social media, do you? Then don't share a transcript of our conversations.
2: Prepare for things I tell you to differ from what I tell others. Would you say the same thing to your mom that you would say to your bestie? We all have inconsistencies in the stories we tell.
3: Grow the habit of not guessing the things I'm typing. My device already tries to predict my words. Don't do it too. It's just annoying.
4: Stop peeking at my device as I'm typing. I might be sharing something private.
5: Know that pressure to communicate with you is counterproductive. If you stress me out with your urgency to make it happen, it probably won't happen.
[id: 7 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 different ways to be an ethical partner to AAC users" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/760671906_1685635433565397_11713451450613945_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=103&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiQ0FST1VTRUxfSVRFTS5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=5Nbs7ns_q9gQ7kNvwH1YJH0&_nc_oc=AdoNsok2cRbPA4r81fF0OdjpANtjeCCkZx_BU7hDa0mlVLR9Fdaxsuxmxd5NH3S_JbU&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQIm4RQ3X8fe0SL9onU1w7kCOTrG3YAzB3MO7EZr5XWRkqy-yLXRLmEaPeH2ZVNSDPz4ID7zJOf-&oh=00_AQLeZeqyoyN2ExHX4f17xzxGEoj7I26lObRdz6tx7qZ4Dw&oe=6AB57D56)
![How many students are being denied a real education and actual inclusion with their peers? Every student has a right to education with their peers.
How many schools will tell you that a diagnosis will drive a student's placement? Disability or diagnosis should NOT be used to determine placement.
"I used to spend every day in a self-contained autism classroom and it slowly became torture. The adults who worked with me were so kind but I was treated like a toddler no matter how many years passed. Finally getting access to age-appropriate education saved my life."
William Assimakopoulos, REV Student
[William, a young man with brown hair is wearing a teal Reach Every Voice t-shirt and smiling. His words from the quote above are printed in white text on the photograph.]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/762719752_1685625250233082_3583120491734741613_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=109&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=JLAqeoRVTCwQ7kNvwHqcC18&_nc_oc=AdqQLrN4qM1eAGjgE3NM7RVebCMuJSta0p8kc8d_9hDU_E_H3VsIYfPLqeQs957Tq5w&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQLxfFsoWDSQbhTirmaAObOVz6Gbp_VQalAFnO3wgJrpX-VtjFXq6ZMrEhKeuC9XoKn-XRuFIKEh&oh=00_AQKqI4xBu024I82gnyZh9AlqvpIpjjKR9n1GF-p0xqX3jw&oe=6AB55F5A)
![🎉 Save 10% on Accessible Academics through August 31 with code: Summer26!
As the new school year begins, now is the perfect time to rethink what academic access can look like for every student.
Accessible Academics is a self-paced course packed with practical strategies for adapting real, age-appropriate curriculum for students with communication access needs.
Whether you're preparing your classroom or supporting students this year, now is a great time to invest in strategies that make a lasting impact.
Comment "let's go!" and we'll send you a link to the course page.
[Image ID: Graphic promoting the Accessible Academics course featuring a smartphone displaying course modules alongside three five-star participant testimonials about improving academic access for nonspeaking and minimally speaking students.]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/762883147_1689345379861069_1985469143220404204_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=KK_rsZG-5n4Q7kNvwGLCgDu&_nc_oc=AdrECh4i-QunGSTY76Wy4MzOmin10U8U_1AW6ZesxFTVTEySn2YcnYXawWTXDDs5l4I&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQLfnQl9BBghZQ-DRGZE5fl7iDs1QyCR8G4bpFbLdfeC_si3dkyD3w937BuBEA-29g1uk2ndkiqB&oh=00_AQIGZziPZtXGkPYajnfAAjFf_8UcbCPpqqVdB1uICp65Dg&oe=6AB56545)
![Sensory motor differences often get mistaken for behaviors. When we label them purely as "behaviors," we are insinuating that our students are being difficult. In fact, their sensory systems are causing problems in their ability to maintain regulation and focus in that moment.
"Yes, controlling my body is sometimes too hard and I jump out of my chair or vocalize loudly. But the teachers and students have come to understand that I'm not intentionally misbehaving, but rather temporarily losing the battle between mind and body. They know that I am always listening. I can be jumping up and down and if the teacher asks me a question, I hear it and answer."
Mike Keller, college student
[id: a photo of Mike sitting behind a laptop. The words from his quote are typed on the left half of the photograph]](https://instagram.ftlv23-1.fna.fbcdn.net/v/t39.30808-6/752631778_1677541497708124_5184354420542091142_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=OiLFVqGZ1c8Q7kNvwGbQ54P&_nc_oc=Ado8aZ7iXOwJHKgEBV-DSMOC5vkWRtu_H7uubtFfhLnMwjgu24FZYhxGyCn3ftN8UKg&_nc_zt=23&_nc_ht=instagram.ftlv23-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQKMgIejsFdThRAWJZTRJ9z8cPWH8sroRPXRVxG7DkfO86suvb9VHmvwntJfhBPie0tEQc3OH7N4&oh=00_AQLA2v_Qad7mvVJ-QMaRS3rZW8gs28pjy7W_woDQRwOivA&oe=6AB57192)
![Apraxia and dyspraxia make teaching tricky.
So many times, the actions we see don't necessarily reflect a student's true intentions.
That makes it even harder to assess understanding and knowledge.
Even though what we see can look so convincing, it's important to remember that the brain-body disconnect often makes it so hard to discern which movements are automatic and which are purposeful. When you understand this, you can start to make the shift from constantly trying to assess cognition to teaching purposeful movement that leads to reliable communication.
Don't let what you see determine the assumptions you make.
Even though students may not look like they are listening or do not appear to be answering questions correctly consistently, it's crucial to remember the brain-body disconnect and keep instructing with age-appropriate materials.
[image id: a teal two-tone graphic of a speech bubble with some of the words above printed in white. The Reach Every Voice logo is printed in white in the bottom right corner]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/748631131_1672131774915763_7941606387385286848_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiRkVFRC5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=ubZUwtG6b1cQ7kNvwGgMEOU&_nc_oc=Adoop2ysfgZ1POQksW_rcxdlyTgprYoOtGmHD0nqIMIGJNCXy6Mtt64x_JVrqmR8Ftk&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQInJpcaVct_Md9GXV8Qp4zIlHVU_Izw7kfq12ofkkKUSktkGefMfhFApitob7sqppF8FjFxHk0O&oh=00_AQKWCykWJmnRMWH0gsKCfHTb7doWc1kRNG5HZ72KfE6p_A&oe=6AB55B4D)
![The addition of a new caregiver can be a stressful event for anyone.
Today, Nick decided to focus on the importance of developing a feeling of safety when being supported by someone new.
Here are the latest #NicksTips: Advice from a Nonspeaking Guy
3 "must do" things to create a feeling of safety with new caregivers
1: Really have a keen eye. Observe me with people I trust. Ask lots of questions about what they do and why they do it.
2: Learn my medical needs. Be unwaveringly confident you can do what is necessary if I have a seizure or other emergency.
3: Honor my autonomy. You aren't my parent or my boss. I deserve to direct the support you provide.
[id: 65 teal slides that include the 3 tips shared above as well as a cover that reads, "Nick's Tips: advice from a nonspeaking autistic guy. 3 'must do' things to create a feeling of safety with new caregivers" and a closing slide reminding folks to engage with this post to increase the reach of Nick's words.]](https://instagram.fsdv2-1.fna.fbcdn.net/v/t39.30808-6/748978659_1672259481569659_3821780509661496408_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=100&_nc_map=urlgen_bucketless&ccb=7-5&_nc_sid=18de74&efg=eyJlZmdfdGFnIjoiQ0FST1VTRUxfSVRFTS5iZXN0X2ltYWdlX3VybGdlbi5DMyJ9&_nc_ohc=aPDbu4rWv6wQ7kNvwFowx8x&_nc_oc=AdoFC9pX8SFZClVBJY-h6FhO0x1xtZmkIkGTeIBRXMlF2TXBtwWIlxzr7Thtll23Zhc&_nc_zt=23&_nc_ht=instagram.fsdv2-1.fna&edm=ANo9K5cEAAAA&_nc_gid=_oAdqlKI5FH2YLtfEYRaOQ&_nc_tpa=Q5bMBQJ9gDdSWQ1OduN6tKqAAGPHDV8gOyOfYcjCGSElQVeFTnqvvfsq9RmkKlwP4fZLL66JMtMRcUxx&oh=00_AQKoACODWZUIXavVq4oHvVs0XeDD_Yp_lRtS0Ki2C2kYyg&oe=6AB56611)
