Reach Every Voice

01/16/2026

Join us for a game changing live demonstration, Wednesday, January 21 at 7:30 PM Eastern / 4:30 PM Pacific
Watch Lisa Mihalich Quinn of Reach Every Voice and Jefferson Stovall of Captain Tomorrow demonstrate how Adaptiverse is revolutionizing nonspeaking autism curriculum adaptation—turning what used to take 3-4 hours into a 60-second process.
RSVP to claim your spot in this free 45-minute demo of the Adaptiverse platform.
More details and registration link in our bio.

https://adaptiverseapp.com/adaptiverse-new-features/?utm_source=facebook&utm_medium=social&utm_campaign=2026-01_new-features&utm_content=post

01/13/2026

If we don't make it our default practice to presume competence in our students, we will likely - however unintentionally - restrict the opportunities we provide them.

Presuming competence and providing opportunities consistent with high expectations is the LEAST DANGEROUS ASSUMPTION. Why? Because how terrible would it be if we didn't presume competence and we were proven incorrect?

And yes, this applies to EVERYONE. We need to see ALL individuals as capable learners, no matter the extent of their support needs.

image id: a gray background with teal and gray paint streaks. On it is a reminder pop up with the words shared above.

01/09/2026

“You should try PECS!”

No.
No.
No.

Because communication is bigger than requests.

As Jordyn Zimmerman says:
“PECS is not a communication system. PECS is a requesting system.”

Requesting is one function of communication.
It is not identity.
It is not autonomy.
It is not participation.

If a learner can only ask for what others decide is worth asking for, that’s not access. That’s limitation.

Presume competence.
Build robust communication systems.
Listen when nonspeaking people tell us what doesn’t work.

01/09/2026

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."

12/31/2025

And with that, the 2025 season comes to an end.

We disrupted some norms.
Named some ableism.
Built things that didn’t exist yet.

Grateful for a community that’s brave enough to imagine better—and stubborn enough to demand it.

12/31/2025

12/19/2025

All we want for Christmas is simple.
Communication. Access. Autonomy.

And this year, we’re done asking politely.

🎄🔥

Concept by Nick Barry — nonspeaking AAC user and longtime REV advocate.

12/19/2025

History doesn’t look kindly on gatekeeping human rights.

Restricting communication access to nonspeaking people in the name of policy, purity, or professional comfort puts us on the wrong side of history—every time.

AAC works because people work.
Support isn’t fraud.
Access isn’t dangerous.
Silence is.

When asked to reject practices that limit communication access—
say yes.

🎥 Reel created by Ethan.

12/18/2025

History doesn’t look kindly on gatekeeping human rights.

Restricting communication access to nonspeaking people in the name of policy, purity, or professional comfort puts us on the wrong side of history—every time.

AAC works because people work.
Support isn’t fraud.
Access isn’t dangerous.
Silence is.

When asked to reject practices that limit communication access—
say yes.

🎥 Reel created by Ethan Tucker

12/18/2025

Presuming competence was never meant to be conditional.

It was never about perfect posture, the “right” tool, or performing in a particular way before access was granted.

Lately, we’re hearing from families who are being told no — not by schools, but by systems that promised something different. Different branding. Same gatekeeping.

Want to read the full reflection? We'll link it in the comments.