Reach Every Voice

02/04/2026

Creating content that truly supports spellers can feel overwhelming. You don’t have to do it alone.

At REV, our Lesson Library includes 300+ thoughtfully designed lessons created with accessibility and communication in mind.

Each lesson is broken into manageable chunks and paired with a photograph or illustration, along with multiple levels of questions, including:

• choices
• predictable responses (fill-in-the-blank)
• a limited range of responses
• open-ended questions

From biographies and science to history, pop culture, and more — there’s a wide range of content to support diverse learners.

We’re also continuing to grow our collection of lessons available in Spanish.

Visit the link below to explore the Lesson Library, or comment below and we’ll be happy to help.

https://www.reacheveryvoice.org/lesson-downloads

[id: a graphic of a line drawing of a light bulb and text that reads “learn with us! Did you know? REV has more than 300 lesson in our lesson library!”]

02/03/2026

02/02/2026

Communication doesn’t begin with spoken words.

It begins with connection, intent, and understanding.

When we recognize and honor all forms of communication, we create more inclusive and supportive environments for students with diverse needs.

Communication is happening — we just have to learn how to notice it.

Save this post to revisit later or share it with someone who supports communication.

01/24/2026

2016 → 2026

When you lead with respect and belief in competence, people grow.

Sometimes literally.





image id: Two side-by-side photos labeled 2016 and 2026. In both images, Lisa and Ethan stand together looking at a communication device. In the later photo, Ethan is noticeably taller. The images highlight a long-standing relationship centered on communication access and mutual respect.

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