In this episode of Stress-Free IEP®, Frances Shefter speaks with Lisa Quinn, founder & director of Reach Every Voice, and co-founder of Communication for Education.
Introducing Lisa Quinn: Advocate for AAC Access
In this episode of Stress-Free IEP®, host Frances Shefter sits down with Lisa Quinn, founder of Reach Every Voice and co-founder of Communication for Education, to discuss Augmentative and Alternative Communication (AAC) devices. These devices play a crucial role in helping nonverbal students communicate, yet many school systems still struggle to implement them effectively. Lisa shares her journey from being a public school educator to launching her organization to support students who were often denied access to these essential tools.
The Evolution of AAC Devices
Lisa explains that when she first started working with AAC users, the technology was bulky and complex. Over time, the advancements in technology should have made access easier, yet many barriers still exist. Even with lightweight, user-friendly tablets and software, students are still being denied the ability to communicate. Some are given only a “trial” before being deemed inappropriate candidates—decisions often made without giving the child a fair opportunity to learn and use the technology.
The Systemic Issues in Schools
Lisa discusses the challenges she faced while working in public schools. Like many passionate educators, she initially believed she could create change from within. However, as she witnessed students being systematically excluded from communication tools and general education curricula, she realized she needed to step outside the system to make a real impact. This realization led to the founding of Reach Every Voice, which started as a summer program for non-speaking autistic students who had long been denied proper support.
The Importance of Communication Access
Frances highlights a common and frustrating issue in schools: AAC devices often sit unused because educators and support staff don’t know how to implement them. Too often, excuses such as “the student doesn’t know how to use it” or “the aide isn’t here today” result in denying a child their voice. This is a fundamental human rights issue. Frances likens it to Helen Keller’s story—before being taught how to communicate, people assumed she lacked intelligence, when in reality, she just needed the right support.
Misconceptions About AAC Devices
Lisa sheds light on a troubling trend in schools where young students are pushed into alternative learning tracks based on assumptions about their intellectual abilities. Schools may suggest removing a child from the diploma track under the guise of providing “better services,” but in reality, this decision often limits the child’s future opportunities.
One major issue is that decision-making tools used to determine if a child should be placed in an alternative program often fail to consider the child’s ability to communicate. If a student hasn’t been given proper access and training with an AAC device, any decision about their academic potential is premature.
Motor Planning and Communication
One eye-opening insight Lisa shares is the connection between autism and motor planning difficulties. Many students labeled as “low-functioning” or “unintelligent” actually struggle with apraxia, a disconnect between the brain and body that makes it difficult to execute physical movements—including pointing, typing, or matching pictures. Because most standardized IQ tests require motor tasks, the results are often misleading.
Lisa describes how, for some students, a simple task like getting up from the floor requires step-by-step coaching. The same applies to learning to use an AAC device. Without explicit instruction and modeling, children won’t intuitively know how to use the technology. Yet, schools frequently deny them access based on outdated ideas about communication.
Multimodal Communication: A Path to Inclusion
One key takeaway from Lisa’s work is the concept of multimodal communication—the idea that students should have access to multiple ways of expressing themselves. This could include AAC devices, sign language, speech, pictures, or even written communication. Not every student will use the same method at all times, and that’s okay.
Frances points out that while many IEPs include the phrase “multimodal communication,” few teachers actually understand what it means for a specific student. If educators aren’t trained on how to support AAC users, the students won’t make meaningful progress.
Lisa references Uniquely Human by Barry Prizant, which discusses how everyone uses different forms of communication depending on the situation. For instance, even verbal adults sometimes struggle to express themselves under stress and rely on gestures or written communication. Students should have similar flexibility in their communication options.
How Parents and Schools Can Create Change
Frances and Lisa agree that parents must advocate for their child’s right to communicate. Parents should:
Request an AAC consultation if their child is non-speaking.
Educate themselves on apraxia and motor planning issues.
Fight against premature removal from the diploma track.
Push for literacy instruction for all students, regardless of verbal ability.
Lisa shares that Reach Every Voice offers a workshop on phonics for non-speaking students, proving that literacy is possible for all children. Parents can access this and other resources through their website.
Building Inclusive School Communities
The conversation takes a broader turn as Frances and Lisa discuss how school communities can become more inclusive. Instead of placing the burden solely on parents of children with disabilities, all parents should advocate for inclusive practices in schools. PTAs, school leadership, and teachers should work together to normalize AAC use, train staff, and create environments where all students feel welcome.
Frances shares an example of a school that introduced a cued speech system for a deaf student, allowing classmates to communicate with them. Similar approaches could be used for AAC users. Schools could hold demonstrations, include AAC in books and classroom activities, and encourage peer modeling.
Looking Beyond Schools: Inclusion in the Community
The discussion extends beyond schools into broader community inclusion. Frances shares a personal story about attending a Taylor Swift event with her daughter, who became overwhelmed by the noise and crowds. After the experience, the event organizer realized the need for a quiet space where children could enjoy the event without sensory overload. This simple adjustment could make a world of difference for neurodiverse individuals.
Final Takeaways
Lisa recommended watching the new movie on Disney+, “Out of my Mind”, which is about a non-verbal student and being mainstreamed. Lisa’s final message to parents is:
Don’t let the school system decide your child’s potential.
Seek out AAC support early and ensure proper training is provided.
Advocate for literacy and academic inclusion, even if your child is nonverbal.
Connect with communities and professionals who can support your child’s growth.
For more resources, Lisa’s organization Reach Every Voice offers courses, workshops, and individualized support for non-speaking students. Parents can visit http://www.reacheveryvoice.org to learn more.
Frances closes by reminding listeners that they are not alone in this journey. Parents, educators, and advocates must work together to create real change in schools and beyond. For more insights, check out past episodes at http://www.shefterlaw.com.
Learn more about Lisa Quinn:
Connect with Lisa on LinkedIn: https://www.linkedin.com/in/lisamihalichquinn
Follow Reach Every Voice on LinkedIn: https://www.linkedin.com/company/reach-every-voice-llc
Visit Reach Every Voice’s website: https://www.reacheveryvoice.org
Follow Reach Every Voice on Facebook: http://www.facebook.com/ReachEveryVoice
Follow Reach Every Voice on Instagram: http://www.instagram.com/reacheveryvoice
Check out Lisa’s Accessible Academics course, a self-paced course teaching strategies for adapting age-appropriate academics for non-speaking students: https://www.reacheveryvoice.org/accessible-academics-course
Check out the training available at Communication for Education, a collaboration among the Autism and Communication Center at California Lutheran University, Reach Every Voice, and Autistically Inclined: http://www.CommunicationForEducation.com/training
Frances Shefter is an Education Attorney and Advocate who is committed to helping her clients have a Stress-Free IEP® experience. In each podcast, Frances interviews inspiring people to share information, educate you, empower you and help you get the knowledge you need.
Unlocking Communication: The Power of AAC Devices in Education with Lisa Quinn
Stress-Free IEP® with Frances Shefter, Episode 86
In this episode of Stress-Free IEP®, Frances Shefter speaks with Lisa Quinn, founder & director of Reach Every Voice, and co-founder of Communication for Education.
Introducing Lisa Quinn: Advocate for AAC Access
In this episode of Stress-Free IEP®, host Frances Shefter sits down with Lisa Quinn, founder of Reach Every Voice and co-founder of Communication for Education, to discuss Augmentative and Alternative Communication (AAC) devices. These devices play a crucial role in helping nonverbal students communicate, yet many school systems still struggle to implement them effectively. Lisa shares her journey from being a public school educator to launching her organization to support students who were often denied access to these essential tools.
The Evolution of AAC Devices
Lisa explains that when she first started working with AAC users, the technology was bulky and complex. Over time, the advancements in technology should have made access easier, yet many barriers still exist. Even with lightweight, user-friendly tablets and software, students are still being denied the ability to communicate. Some are given only a “trial” before being deemed inappropriate candidates—decisions often made without giving the child a fair opportunity to learn and use the technology.
The Systemic Issues in Schools
Lisa discusses the challenges she faced while working in public schools. Like many passionate educators, she initially believed she could create change from within. However, as she witnessed students being systematically excluded from communication tools and general education curricula, she realized she needed to step outside the system to make a real impact. This realization led to the founding of Reach Every Voice, which started as a summer program for non-speaking autistic students who had long been denied proper support.
The Importance of Communication Access
Frances highlights a common and frustrating issue in schools: AAC devices often sit unused because educators and support staff don’t know how to implement them. Too often, excuses such as “the student doesn’t know how to use it” or “the aide isn’t here today” result in denying a child their voice. This is a fundamental human rights issue. Frances likens it to Helen Keller’s story—before being taught how to communicate, people assumed she lacked intelligence, when in reality, she just needed the right support.
Misconceptions About AAC Devices
Lisa sheds light on a troubling trend in schools where young students are pushed into alternative learning tracks based on assumptions about their intellectual abilities. Schools may suggest removing a child from the diploma track under the guise of providing “better services,” but in reality, this decision often limits the child’s future opportunities.
One major issue is that decision-making tools used to determine if a child should be placed in an alternative program often fail to consider the child’s ability to communicate. If a student hasn’t been given proper access and training with an AAC device, any decision about their academic potential is premature.
Motor Planning and Communication
One eye-opening insight Lisa shares is the connection between autism and motor planning difficulties. Many students labeled as “low-functioning” or “unintelligent” actually struggle with apraxia, a disconnect between the brain and body that makes it difficult to execute physical movements—including pointing, typing, or matching pictures. Because most standardized IQ tests require motor tasks, the results are often misleading.
Lisa describes how, for some students, a simple task like getting up from the floor requires step-by-step coaching. The same applies to learning to use an AAC device. Without explicit instruction and modeling, children won’t intuitively know how to use the technology. Yet, schools frequently deny them access based on outdated ideas about communication.
Multimodal Communication: A Path to Inclusion
One key takeaway from Lisa’s work is the concept of multimodal communication—the idea that students should have access to multiple ways of expressing themselves. This could include AAC devices, sign language, speech, pictures, or even written communication. Not every student will use the same method at all times, and that’s okay.
Frances points out that while many IEPs include the phrase “multimodal communication,” few teachers actually understand what it means for a specific student. If educators aren’t trained on how to support AAC users, the students won’t make meaningful progress.
Lisa references Uniquely Human by Barry Prizant, which discusses how everyone uses different forms of communication depending on the situation. For instance, even verbal adults sometimes struggle to express themselves under stress and rely on gestures or written communication. Students should have similar flexibility in their communication options.
How Parents and Schools Can Create Change
Frances and Lisa agree that parents must advocate for their child’s right to communicate. Parents should:
Lisa shares that Reach Every Voice offers a workshop on phonics for non-speaking students, proving that literacy is possible for all children. Parents can access this and other resources through their website.
Building Inclusive School Communities
The conversation takes a broader turn as Frances and Lisa discuss how school communities can become more inclusive. Instead of placing the burden solely on parents of children with disabilities, all parents should advocate for inclusive practices in schools. PTAs, school leadership, and teachers should work together to normalize AAC use, train staff, and create environments where all students feel welcome.
Frances shares an example of a school that introduced a cued speech system for a deaf student, allowing classmates to communicate with them. Similar approaches could be used for AAC users. Schools could hold demonstrations, include AAC in books and classroom activities, and encourage peer modeling.
Looking Beyond Schools: Inclusion in the Community
The discussion extends beyond schools into broader community inclusion. Frances shares a personal story about attending a Taylor Swift event with her daughter, who became overwhelmed by the noise and crowds. After the experience, the event organizer realized the need for a quiet space where children could enjoy the event without sensory overload. This simple adjustment could make a world of difference for neurodiverse individuals.
Final Takeaways
Lisa recommended watching the new movie on Disney+, “Out of my Mind”, which is about a non-verbal student and being mainstreamed. Lisa’s final message to parents is:
For more resources, Lisa’s organization Reach Every Voice offers courses, workshops, and individualized support for non-speaking students. Parents can visit http://www.reacheveryvoice.org to learn more.
Frances closes by reminding listeners that they are not alone in this journey. Parents, educators, and advocates must work together to create real change in schools and beyond. For more insights, check out past episodes at http://www.shefterlaw.com.
Learn more about Lisa Quinn:
***************************************************
Stress-Free IEP®:
Frances Shefter is an Education Attorney and Advocate who is committed to helping her clients have a Stress-Free IEP® experience. In each podcast, Frances interviews inspiring people to share information, educate you, empower you and help you get the knowledge you need.
Watch more episodes of Stress-Free IEP®:
Connect and learn more from your host, Frances Shefter:
Categories