Why do we use lessons in Spelling to Communicate (S2C)? I mean, wouldn’t it just be easier to use a book that is familiar to the speller, maybe on their “favourite” subject, and get them to spell the odd word?
The answer is a resounding NO because, truthfully, it’s not about making S2C “easier” for the Communication Regulation Partner (CRP) or Practitioner!
If we want our students to be successful, we owe them our very best skills as their CRP or Practitioner
Best practice demands that protocols and procedures, which evidence shows will work to enable nonspeakers to become effective communicators, be followed. It is a privilege to be with a speller as they gain the skills necessary to say whatever they want for the first time in their lives, but it is also a huge responsibility.
S2C opens a door of opportunity and gives a route map to success, but lessons are the pathway that must be followed to achieve that success.
As Elizabeth Vosseller puts it: “Lessons are the backbone of developing strong spelling skills. They are the practice field where purposeful motor skills are honed, accuracy is refined, and fluency is achieved. But a great lesson is much more than just practice. It is engaging, intellectually stimulating, and rooted in the presumption of competence.”
Presuming competence underpins everything we do in S2C, but we have to put it into action, and lessons are the way to do it
We presume that all of our students can and want to learn, and we therefore assume that comprehension is intact. However, we do not presume knowledge – we teach it.
We coach the motor, and we teach the lesson
Seen in this way, the lesson becomes one of the most important pillars of S2C. It is vital to remember when we are choosing or writing our own lessons that we ensure we are including content that will feed the student’s brain. Many in our community have been vastly underestimated for most of their lives, and their brains long for rich, stimulating, age-appropriate material to expand their thinking and nurture their growth. New perspectives, exciting ideas, and learning about how the world we live in came to be, are what lessons are about.
A lesson should not be about things we think they will already know, or topics that have been seen as favourites in the past. Rather, lessons should allow for the discovery of new and exciting subjects and fields of study. Not only does teaching new topics help to engage the students and keep them both interested and regulated, but it also clearly demonstrates that we know they are capable of learning the content. This respectful invitation to engage with another person, their CRP or Practitioner, within the specific learning environment that S2C provides might feel a bit strange to start with because many have never had that level of respect shown to them before, and it can sometimes be overwhelming. Sticking with the lesson format helps to prevent that overwhelming feeling, while the student comes to know that, at last, the hard work they put into communicating will be rewarded with success.
We must also remember to listen!
As parents, it can be emotional to receive the first words from your child when you have longed for that moment, perhaps for decades. At last, we can really get to know the person who has been hidden inside a body that hasn’t allowed them to express who they really are. By keeping within the confines of the lesson and reducing that pressure, this allows the student to express themselves on less emotional subjects first, to experience what it feels like to have their opinions valued and heard.
In an atmosphere of mutual trust and respect between the speller and the CRP or Practitioner, they can begin to experience co-regulation. The structure of an engaging and absorbing lesson helps students to maintain regulation, which in turn supports both learning and the opportunity to refine and extend the period of practicing the motor movement of poking to letters on a letterboard.
The structure of the lesson also supports regulation in the CRP, which is not to be taken lightly!
A lesson keeps the session on track and allows the CRP to focus their attention on the speller and support them. It also allows the CRP to know where the speller is in the hierarchy of skills and to keep a record of the student’s achievements through the transcripts. Choices within the colour-coded questions, chunks of the right length, and maintaining interesting content throughout, allows the CRP to adapt to the changing needs of the student whilst staying both within the familiar format and the subject of the lesson.
As the student proceeds through many interesting lessons, their vocabulary grows, a vocabulary that they can then use to express their thoughts, opinions, wishes, and ideas more accurately and effectively. Bringing the joy of expression through the communication of words in a safe, supportive, and enriching environment is the very least we owe our amazing spellers.
About the Author
Helen Adderley is a Certified S2C Practitioner in Wrexham, North Wales. She has three grown-up sons, one of whom started his Spelling to Communicate journey in March 2023. Helen enjoys writing lessons on a vast array of subjects and then sharing the products of her curiosity with spellers. The book she wrote with Elizabeth Vosseller, called “Book of British–Themed S2C Lessons,” was published in December 2024 and is sold to support the work of I-ASC.
2 Responses
To whom it may concern,
My very close family friend is part of I-ASC and uses S2C. I was wondering if there are resources that you can provide to assist my learning as a CRP, not a practitioner. I want to be a supportive family member like his parents and learn how to communicate with other non-speakers. I’ve been working with neurodiverse individuals for a very long time, and I know how difficult it can be to communicate. I also have studied behavioral neuroscience, so I am aware of the neuropsychological, neurosocial, and neurobiological processes that interfere with motor communication and related abilities. Please let me know if there are any free materials available that I can use to become a CRP. I also live in Boston, so if you’re aware of any volunteer programs related to using S2C or similar, please let me know. Thank you so much.
Hi Hadleigh,
Thank you so much for reaching out. We’re really glad to hear about your interest in learning more and in being a supportive ally to your family friend.
A Communication Regulation Partner (CRP) is trained by a Certified S2C Practitioner to support a specific nonspeaking individual. An S2C Practitioner is trained and certified by I-ASC to work with nonspeaking individuals more broadly and can also train others to become CRPs. One person may be trained as a CRP for more than one individual, depending on circumstances and training.
A great first step is exploring the Communication Regulation Partner (CRP) Training Program. CRPs—most often parents, siblings, aides, support workers, and caregivers, are the people who show up every day to help nonspeakers communicate and participate fully in their lives. This training was created to provide clear, consistent, and supportive guidance so CRPs can feel confident, prepared, and grounded in best practices as they support their speller. You can find more details about the program here.
In addition, we offer many resources that can help you learn more about Spelling to Communicate (S2C) and how to be a knowledgeable ally. We especially recommend visiting our New Families page, where you’ll find a breakdown of available resources, including webinars, educational materials, and training opportunities.
Please don’t hesitate to reach out if you have additional questions!
Warmly,
I-ASC