AIB Will DEFEND YOUR SPELLING RIGHTS AGAINST
Spelling-based communication methods like the Spellers Method, Spelling to Communicate (S2C), and the Rapid Prompting Method (RPM) have revolutionized our understanding of autism, challenging the outdated notion that nonverbal individuals lack intellectual abilities. These innovative approaches focus on teaching individuals to point to letters on a board or type to express their thoughts, revealing that the barrier to communication often lies in motor coordination rather than cognitive deficits. These Forms of communication have come under heavy scrutiny and opposition by ASHA The American Speech-Language-Hearing Association
Thousands of children have successfully learned to communicate using these methods, transforming their lives and the lives of their families. The ability to express their thoughts has led to increased autonomy, access to education, and the capacity to advocate for their own needs. Families, in turn, experience a profound emotional connection and understanding that was previously inaccessible. This paradigm shift has provided hope, sparked movements for inclusion, and fundamentally challenged the way we perceive and support individuals with autism.
Each of these three methods—the Spellers Method, Spelling to Communicate (S2C), and Rapid Prompting Method (RPM)—shares the common goal of empowering nonspeakers while maintaining distinct philosophies and techniques. Together, they represent a revolution in how we approach communication for individuals with autism, reminding us of the boundless potential of those who were once unheard.
The Problem
The American Speech-Language-Hearing Association (ASHA) is a professional organization representing speech-language pathologists (SLPs), audiologists, and speech, language, and hearing scientists. Its primary mission is to advocate for individuals with communication and swallowing disorders by promoting professional standards, certification, and research-based practices. ASHA has publicly opposed methods like Rapid Prompting Method (RPM) and Spelling to Communicate (S2C), citing concerns about their validity and the potential for facilitator influence.
​
Why ASHA Doesn't Want your Child to Spell
Thousands of children around the world are using Spelling to Communicate (S2C), the Spellers Method and Rapid Prompting Method (RPM) successfully to share their thoughts, needs, and desires, transforming not only their own lives but also the lives of their families. However, these breakthroughs challenge the longstanding narrative of ASHA, whose opposition to these methods contributes to significant harm. By dismissing these approaches, ASHA risks perpetuating neurodevelopmental delays, mounting frustration for families, and the denial of a meaningful voice to individuals who could otherwise thrive.
The implications of accepting S2C, the Spellers Method and RPM as legitimate methods of communication threaten ASHA’s entire foundation: it would force a seismic shift in their practices, philosophies, and financial ecosystem. Acknowledging these methods would necessitate retraining tens of thousands of speech-language pathologists, significantly altering professional certification standards and disrupting the established pipeline of evidence-based treatments that drive insurance reimbursements and funding streams.
Furthermore, widespread adoption of these techniques would highlight the inadequacies of traditional therapies that often fail to unlock an individual’s cognitive potential, calling into question ASHA’s historical framework for communication disorders. The cost of adaptation—both in dollars and in the loss of professional authority—stands as a substantial deterrent. ASHA’s resistance, therefore, isn’t just about skepticism of science but also about preserving a status quo that safeguards its influence and economic interests, all at the expense of the very individuals it claims to serve.
Your Rights. Fight Back. We can Help.
Parents often find themselves frustrated when schools, adhering to ASHA's outdated practices, refuse to allow Spelling to Communicate (S2C) or other methods during therapy sessions, even when these could profoundly enhance their child's ability to communicate.
Many children spend up to 40 hours per week in therapies like ABA, speech, and occupational therapy, yet are denied access to accommodations that truly meet their needs. This denial not only stifles progress but also violates their legal rights.
Under the Americans with Disabilities Act (ADA), children who use S2C as a means of communication due to a disability have the right to reasonable accommodations that enable effective communication. This includes providing tools such as letter boards or other assistive technologies. Schools and organizations are legally obligated to ensure effective communication and cannot discriminate against or retaliate against parents or students advocating for these rights.
Under the ADA Requirements: Effective Communication
​
Auxiliary Aids and Services
The ADA uses the term “auxiliary aids and services” (“aids and services”) to refer to the ways to communicate with people who have communication disabilities.
-
For people who are blind, have vision loss, or are deaf-blind, this includes providing a qualified reader; information in large print, Braille, or electronically for use with a computer screen-reading program; or an audio recording of printed information. A “qualified” reader means someone who is able to read effectively, accurately, and impartially, using any necessary specialized vocabulary.
-
For people who are deaf, have hearing loss, or are deaf-blind, this includes providing a qualified notetaker; a qualified sign language interpreter, oral interpreter, cued-speech interpreter, or tactile interpreter; real-time captioning; written materials; or a printed script of a stock speech (such as given on a museum or historic house tour). A “qualified” interpreter means someone who is able to interpret effectively, accurately, and impartially, both receptively (i.e., understanding what the person with the disability is saying) and expressively (i.e., having the skill needed to convey information back to that person) using any necessary specialized vocabulary.
-
For people who have speech disabilities, this may include providing a qualified speech-to-speech transliterator (a person trained to recognize unclear speech and repeat it clearly) , especially if the person will be speaking at length, such as giving testimony in court, or just taking more time to communicate with someone who uses a communication board. In some situations, keeping paper and pencil on hand so the person can write out words that staff cannot understand or simply allowing more time to communicate with someone who uses a communication board or device may provide effective communication. Staff should always listen attentively and not be afraid or embarrassed to ask the person to repeat a word or phrase they do not understand.
If your school refuses to comply contact us and we will have our Legal Counsel contact the school and the Department of Justice for an investigation regarding ADA violations. Our legal team is ready to ensure your child’s voice is not silenced by ASHA’s harmful practices, and we will fight to protect their right to communicate and thrive.
Please contact us at contact@autismisbiomedical.com