Spelling is a valid way to communicate just like speech, gestures, or sign language. Some people point to letters on a letter-board or type on a keyboard to spell words and express thoughts. This is especially important for individuals who have motor or speech challenges that make verbal communication unreliable, difficult, or impossible.

Regulation is the ability to manage emotional, sensory, and physical states, things like staying calm, focused, or feeling safe in your body and environment. For individuals with motor or communication differences, regulation plays a vital role in being able to access and control movement, including the motor skills needed to spell.

If someone is dysregulated (overwhelmed, anxious, or physically stressed) it can be extremely difficult or even impossible to communicate, even if they know exactly what they want to say. This is especially true for nonspeaking people if the way they’re bodies are acting may not be an accurate reflection of what is going on inside their mind.

On the other hand, when a person is well-regulated, they are more likely to:

• Engage and sustain reliable communication

• Control motor movements with accuracy

• Express themselves more clearly

• Feel emotionally safe and connected and better overall

Regulation and communication go hand in hand. One supports the other and building both together leads to more consistent, autonomous, and meaningful communication.

Spelling is not a backup or lesser option, it’s a purposeful and powerful method of communication. For many nonspeaking or minimally speaking people, spelling is the primary and most effective way to communicate complex thoughts, emotions, and ideas. For individuals who cannot rely on speech due to motor or neurological differences, spelling provides a direct pathway to share their voice. Whether someone spells by pointing to letters or typing on a keyboard, their words are their own and can be a life-changing way to express oneself.

A CRP is a Communication and Regulation Partner is a trained support person who helps an individual develop the motor and emotional skills needed to spell. CRPs don’t speak for someone. Instead, they:

• Teach purposeful motor skills (like pointing to letters or typing)

• Use cognitive lessons that engage thinking and learning

• Offer prompts that fade over time

• Help maintain a regulated, calm environment and co-regulate with a non-speaker

The goal is to support both communication and autonomy, over time. Well trained and trusted CRPs are essential to this process and must have integrity with how they work in order to avoid unnatural influence and protect the authentic voice of whoever they work with.

Many people who spell to communicate have motor differences that make it difficult to control their bodies reliably. It's not that they don't know what they want to say, it's that getting their body to spell it out takes focused effort and support. A CRP, or Communication and Regulation Partner, helps make that access possible.

In our culture, we often glorify independence (doing things without help or in an isolated manner) as the highest ideal. But for many disabled people, especially those with complex motor, sensory, or medical needs, independence isn’t always accessible, and that doesn’t make their lives any less meaningful.

Some people need support to walk safely, use the restroom, prepare food, or even regulate their bodies. That doesn’t mean they lack intelligence, dignity, or the ability to make their own decisions. It simply means they live in bodies that require support, just as all of us do, in different ways.

In contrast, autonomy means having agency, choice, and ownership over your life and your communication, even if you need assistance to act on those choices.

When someone spells to communicate with support from a CRP, the words are still their own. They are exercising autonomy, even if they aren’t physically independent in spelling yet. The focus becomes:

How do we make sure this person is heard, respected, and supported—on their terms?

Instead of measuring success by how little help someone needs, we shift the goal to:

• Are they being included in their own life decisions as much as possible?

• What support do they need and how can they thrive?

• How can we focus on acceptance of their needs while also working on growth?

True inclusion means honoring interdependence, recognizing that all of us rely on others, and that support can be a tool for empowerment, not a sign of failure. When we center autonomy, we move closer to building a society where every person, regardless of how they communicate or move through the world, can live with dignity and fulfillment.

Spelling begins with creating synchrony between the brain and the body. It involves pointing to letters and can progress to more autonomous communication. This usually involves:

• Learning accurate, intentional motor movements like pointing

  • can start with larger letter-boards and progress to smaller letters like a keyboard

• Balancing cognitive effort (what to say) with motor demands (how to get the body to say it)

• Practicing with support until prompting is no longer needed

Over time, many people move from letter-boards to keyboards or other tools, gaining more fluency.

There is also a hierarchy of questions in the lessons we do, starting with practice spell words and known questions to then eventually progressing to open ended style communication.

Recent research and long-term observation support what many spellers and families have known:

• Many nonspeaking individuals have strong language comprehension and spelling is a valid form of communication that is just beginning to be recognized

• Motor challenges, not cognitive deficits, often explain why someone cannot speak especially in those with apraxia or dyspraxia

• Regulation plays a major role in access to communication

• With time and practice, spelling becomes a consistent and reliable way to communicate

The use of spelling as communication has grown from the ground up, led by nonspeaking individuals, their families, educators, and allies. These communities have built networks of support, advocated for rights and recognition, and challenged assumptions about intelligence and ability. Now we are finally being heard and legislation, research, and access is finally changing for the best.

This movement has gained momentum despite institutional resistance and systemic barriers, making it a powerful example of grassroots disability justice and inclusion.

Spelling opens the door to:

• Education and meaningful learning

• Genuine relationships

• Emotional expression

• Participation in decision-making

• A higher quality of life and autonomy

Spelling gives people the chance to actively shape their own lives and to be seen and heard on their own terms. It can be absolutely life changing, as many nonspeakers have expressed sentiments around being “free from a silent cage” or finally seen and “unlocked” from within their bodies. After systematic mistreatment that comes from being presumed incompetent or misunderstood, finally being heard is a game changer.

Advocacy is life-changing and essential for nonspeaking individuals because their voices have historically been ignored, misunderstood, or outright dismissed—even by systems meant to support them.

Many nonspeakers face systemic oppression on multiple levels:

• Communication barriers mean they are often excluded from education, healthcare, and social decisions that affect their lives.

• Assumptions about intelligence wrongly equating lack of speech with lack of understanding lead to underestimation and neglect.

• Within the autistic community itself, non-speakers are often marginalized or overlooked, with resources and attention disproportionately focused on those who speak. Therapists, doctors, educators, etc. lack resources to support them. This can leave nonspeaking autistics without the right support and can lead to harm, even in spaces designed for autistic support.

Because of this, many nonspeaking people become powerful advocates because of their lived experiences, not just for access to communication, but for recognition of their full potential and human rights.

Supporting nonspeakers means more than teaching spelling—it’s about how we treat and respect them every day:

• Presume competence. Assume they understand everything and have rich thoughts inside.

• Speak to them directly and age-appropriately. Use respectful language as if they fully understand, because they do.

• Send positive energy. Be calm, patient, loving, and encouraging—many nonspeakers are highly sensitive.

• Challenge misconceptions. Let go of negative assumptions and listen to their experiences.

True support means recognizing their intelligence, emotions, and right to be heard and respected.