Reach Every Voice

Reach Every Voice is a practice of educators working with nonspeaking and minimally speaking autistic 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.

09/17/2025

Reed continues our Dear Teachers series with her perspective on what she'd like educators to know.

"That is very true, most teachers don't know what we're capable of so they give us busy work which is very insulting because we have normal intelligence."

Reed
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Reed, a young woman with shoulder-length brown hair and a blue shirt. Reed'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]

09/16/2025

What assumptions do you make about people who can't use their natural speech?

"The caveat of not speaking is that the general population believes that I'm not cognitively sound and that includes the majority of the education sector. As you read this you might wonder how a nonspeaking autistic can express their story so eloquently. I'm someone who types to communicate."
Jack Allnutt, REV Student

[id: Jack, a young man in a long sleeved shirt is using a letter board taped to the table to communicate. His words from the quote above are printed in white text over part of the picture.]

09/15/2025

Meet Caele, our Operations Coordinator at Reach Every Voice! ✨

With over 15 years of experience in education and business consulting, Caele shines in building relationships, creating innovative solutions, and driving continuous improvement.

Originally from New South Wales, Australia, she earned dual degrees in Commerce (Management) and Arts (Japanese) at the University of Wollongong, then completed her MBA at Case Western Reserve University after moving to the U.S.

Outside of work, you’ll find Caele on a long-distance backpacking trail, tending her garden, or keeping up with her husband, Rick, and their two teenage boys, Rowan and Ethan. 🌿🎒💙

09/14/2025

Every time we post about inclusion, the comments invariably include folks suggesting that "specialized" programs and schools actually offer a better learning environment for disabled students.

We always take time to acknowledge that the current situation in many schools is that inclusion isn't being supported, but we also reiterate that doesn't mean that inclusion doesn't work. It doesn't negate all that we know about the benefits of inclusion from research and practice.

Most importantly, conversations about inclusion need to center and amplify the voices of those who have been segregated in their educational environments or who are at risk of being excluded.

We've posted before about the dangers associated with segregated environments (see our blog post: Is Inclusion "dangerous"?) including both physical and emotional safety.

And here, Ethan, a nonspeaking autistic student, highlights one of those specific dangers in his experience from his childhood:

"Once, I was left on a special ed bus and no one noticed for hours. Do you think that would've happened if I'd been allowed to ride with my peers?"

We need to keep listening to and amplifying voices and experiences like these.

[id: a photo of Ethan using a chest press machine at the gym. He is wearing a purple Montgomery College t-shirt. The words from his quote above are printed in white with blue accents.]

09/13/2025

Why is it that when we start documenting the supports a student needs to successfully access an education, the response from schools is almost always that the student needs to be moved to a segregated classroom?

Why does it feel like advocating for more supports can sometimes trigger the actual opposite thing we're trying to accomplish?

When we create prerequisites for inclusion or place limits on the number and type of supports we think are appropriate to provide in an inclusive classroom, we're perpetuating the problems that plague students with high support needs by placing them in environments that largely don't presume competence or provide access to real education.

Kayla Takeuchi, a nonspeaking college student captures the unfairness of this situation best: "I always resented the fact that I had to 'earn' my place in regular education just because I am nonspeaking while all the other students who couldn't care less about school got a free pass to a real education."

09/12/2025

Too often, nonspeaking students are underestimated—by schools, by systems, and yes, even by AI.

We've seen firsthand that making lessons accessible does not mean dumbing them down. But most tools still get this wrong.

That’s why we built Adaptiverse. It’s the only AI-powered lesson generator designed by educators who presume competence. In seconds, it creates age-appropriate lessons that focus on reasoning and critical thinking—not watered-down worksheets.

Ready to see the difference? Visit www.AdaptiverseApp.com to try it for yourself.

09/12/2025

Nadia's message to teachers touches on her hopes for a future where things change for autistic students.

She shares with us,

"Dear Teachers,

Your perception of my actions were fruitless. Over and over my wish of doing things right vanished. Hope: you get to change that with wisdom."

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Nadia, a young woman with shoulder length dark hair. Nadia'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]

09/10/2025

Meet Anne, one of our Communication Teachers at Reach Every Voice!

Anne earned her BS in Education and M.Ed. in Special Education from the University of Maryland. Over the past 20+ years, she’s worn many hats in the world of inclusive education:

*Special educator in Anne Arundel & Howard counties, supporting elementary and middle school students in general education classrooms.
*Consultant with the Maryland Coalition for Inclusive Education (MCIE), helping schools build inclusive practices through professional development, action planning, and individualized student support.
*Grant coordinator & supervisor of graduate interns at UMD’s Department of Special Education, preparing the next generation of special educators.
*Classroom teacher for autistic primary learners (K–2), returning to her first love: teaching students directly.

Anne is a lifelong learner and deeply values what autistic self-advocates have taught her about communication, including spelling to communicate. She’s thrilled to bring this knowledge and passion into her work at REV. 💙

09/09/2025

School is (finally!) in session! - TJ

We're so thrilled to have All Minds Academy offering real academic options for students seeking high school diplomas. Thank you for presuming competence and providing pathways forward when other systems build barriers.

09/08/2025

Back to school feels like a fresh start—for students and educators.

At Reach Every Voice, we’re celebrating our 10th anniversary by sharing two of our most loved professional learning opportunities. Both were created by teachers who know the work of adapting and making learning accessible, because they’ve been in the classroom doing it every day.

If you’re heading into this school year wanting more tools, strategies, and support for your nonspeaking or partially speaking students, these workshops might be just the thing.

Enjoy a 10% discount on these courses throughout September with the codes listed here:

Phonics for Nonspeakers: BackToSchoolPhonics
Accessible Academics: BackToSchoolAA

Want to be connected with all our Professional Development offerings?
Check out our PD page: https://www.reacheveryvoice.org/professional-development

09/07/2025

Our student Casey shares what he wishes teachers knew:

"Dear teachers,

You so need to respect my brain and not my unreliable speech. I can communicate by spelling my thoughts. I can hear all that is done and said around me."

Casey
REV Student

[id: a gray background with bold white letters reading "Dear Teachers" above a cutout of Casey, a young man with short brown hair, glasses, a mustache and a blue striped shirt. Casey'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]

Address

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

Telephone

+12406301785

Website

http://www.reacheveryvoice.org/

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