FAQ

Spelling to Communicate (S2C) is a method that teaches individuals with motor and sensory differences how to point to letters on a letterboard to spell their thoughts. Many nonspeaking people have strong language and ideas but face challenges with speech due to difficulties in motor planning and control. Through guided practice, S2C builds the purposeful motor skills needed for reliable communication. 

S2C is appropriate for anyone 5+ with sensory and motor differences who is nonspeaking, minimally speaking, or unreliably speaking.  

Presuming competence means believing that people with disabilities are capable of learning, thinking, and understanding, and that they possess age-appropriate intelligence. It shifts the focus from what someone can’t do to what they can do when given the right support and opportunities.

This idea is grounded in the principle of the least dangerous assumption — when we aren’t certain about a person’s abilities, it’s safer and more respectful to assume competence rather than limitation. If we presume competence and we are wrong, the “danger” is simply that we offered more opportunities than necessary. But if we presume incompetence and we are wrong, we risk denying someone access to learning, communication, and dignity.

Apraxia is a brain-body disconnect. A person with apraxia knows exactly what they want to do, say, or communicate, but their body does not reliably carry out the movements to make it happen. This is not a problem with intelligence — it’s a motor planning challenge. The brain sends the message, but the body has difficulty organizing and executing the steps needed.

For nonspeaking individuals, this often means that speech is unreliable, but with the right motor supports, such as Spelling to Communicate (S2C), they can learn to point to letters and spell their thoughts, giving them a reliable voice.

We use the term nonspeaking because it more accurately reflects the experience of individuals who do not use speech as their most reliable form of communication. The word nonverbal comes from Latin roots meaning “without words,” but we know that nonspeaking people are not without words — they have rich thoughts, ideas, and language.

The difference is that speech is not their most reliable or robust way to share those words. By saying “nonspeaking,” we honor the fact that while speech may be limited, communication, intelligence, and self-expression are very much present.

Every speller’s journey is unique and follows their own timeline. In S2C, progress always begins with using three boards, then moving to the full 26-letter board, and eventually spelling on a laminate or keyboard. Early sessions focus on known and number questions to build accuracy and confidence. As motor skills strengthen, spellers advance to semi-open questions, prior knowledge questions, and ultimately to open-ended and creative writing that allow for full self-expression.

Lessons are age-appropriate, engaging content designed to feed the brain while working on the challenging motor skill of pointing to letters. Each lesson provides a shared context and conversation, giving spellers the chance to practice purposeful motor skills while accuracy and progress are carefully monitored. Topics change frequently to keep learning fresh and to prevent spellers from developing motor patterns tied to memorized words. Instead, lessons build automaticity at the individual letter level, which is key for reliable communication.

Rather than focusing only on what parents think might be a child’s preferred interests, lessons introduce spellers to a wide variety of subjects. This ensures exposure to new information, supports growth, and helps distinguish between genuine interests and possible motor loops. The goal is always to nurture learning, curiosity, and communication in a way that respects and challenges each speller.

The International Associate for Spelling as Communication (I-ASC) offers a scholarship program called The Speller Access Fund. Click here for more information on how to apply.