Our Spellers

Who Do We Help?

Any age

We can help young children, school age children and adults up to any age

Any Speech Skill

Ranging from non-speaking to verbal but lacking in expressive speech or being stuck in scripted speech

Any Motor Skill

Ranging from severely challenged gross and fine motor to fully dextrous, able to handwrite and type

Challenging Behaviour

Any behaviours and challenges can be accomodated and supported

Meet Some of our Wonderful Spellers

Here is some brief information about some of the spellers we work with.

You will find many more details about more of our spellers in our downloadable booklet.

Please note we are a not for profit organisation and our Directors work on a voluntary basis. We will only use your email to send you the Student Journey PDF and information we think would be useful for you from time to time in the future. You can unsubscribe at any time if you would like to.

Posy

Non-speaking, challenging behaviours.
Unable to communicate even basic needs for 22 years.
Education –very basic, p levels, nursery/reception level.
Dipped in and out of RPM from aged 19.
Breakthrough at age 22 when had regular sessions with RPM teacher and daily at home.
Now writes stories, poetry and enjoys age appropriate academics.
Mum ‘I am blown away by her intelligence, her deep thoughts, academic ability and sense of humour’.

Narain

Non-speaking, challenging behaviours, aggression.
Attended special School.
Began RPM 2016 – most sessions with mum at home.
2017 school said he was impossible to engage with – shocked when mum showed video clips of RPM lessons and gave a demonstration to the Ed Psychologist.
Transferred to independent school who support RPM.
Narain using letterboard … ‘RPM has opened my eyes to a world of superb information and not restricted to repetitive nursery rhymes. I realise now how magnificent life and nature is.’

Sam

Non-speaking, was unable to express even basic needs.
Began RPM aged 5, was hard work but mum committed to practise everyday.
Attends independent school who support RPM.
Mum … ‘Sam is able to express his thoughts, needs and desires through RPM. He uses RPM in his school setting to work through the curriculum and to continue learning both academic and life skills.’

Ellen

Diagnosis of severe autism, with complex needs and missing chromosomes. Without RPM, she would present as an adult who is unable to communicate, and outwardly is very ‘low functioning’.
Tried many different methods during her school years but no progress was ever made.
Began RPM aged 14 – in the first year very little progress made but did not give up.
Ellen has told us that this time was not wasted, it was.. ‘a hidden progress. I was trying to spell my own words. However, I was lost in the mess of my obsessions and my loud speech, which was distracting. I was learning though, and my mind was changing even though you couldn’t see it.’
‘My future is wonderful thanks to RPM, because I can communicate using the letter board. I am lucky I can be appreciated for my intelligence and not for my autism.’ Ellen (now aged 22).

Matt

Non-speaking , Began RPM aged 14.
Parents had been teaching him since aged 5.
RPM enabled him to demonstrate his intelligence to his school and to access. an age appropriate curriculum with an assistant holding his letter board.

Finn

Attended a Special Needs School from age 5 where he was assessed at having the receptive language of an 18 month old. Over the course of the next few years my son made no progress at his school and was set the same targets year after year.
Began RPM aged 6 made very slow progress. He had great difficultly sitting still, great difficultly with holding a pencil and pointing at the stencils.
Mum did lessons with him every evening for 2 years and realised that many of the assumptions that had been made about him were wrong. He was capable of learning, he was always listening, he could spell, he could read, he could do basic numbers etc.
He moved to a school where he now receives age-appropriate lessons everyday.
Mum: ‘RPM has given us, as a family, a way of communicating with our amazing son, and a way of helping him to find his own voice and his own place in the world.’

Molly

Sociable and an unreliable speaker, uses scripts a lot and was echolalic. When younger Molly was really controlling, and very inflexible.
Attempted RPM aged 8, however Molly at this time was still experiencing frequent meltdowns, and at times was quite anxious, so we put it on the back-burner.
Aged around 10, we tried again having weekly sessions with a trained RPM teacher and practicing for about 10 mins twice a day. Molly was able to demonstrate her understanding of age-appropriate education almost immediately.
Molly has grown in confidence since starting RPM. She knows her true voice will be heard and that we are going to listen. Her anxiety has reduced and she just seems to enjoy life more.

Chris

Non-speaking, poor fine and gross motor skills, watches same DVD’s, You Tube clips repetitively, some self-injurious and challenging behaviours. Developed epilepsy during puberty.
Attended special needs school until aged 7, then full time home programme working on social and interactive skills through play – no academics.
Began RPM aged 12 – immediately introduced age-appropriate studies.
Chris enjoys learning and is very creative- composing many poems, although he still often appears to resist and tries to leave the table… ‘I am intelligent but happen to have a body that does not cooperate with my brain’.
RPM has been life changing for us as a family – it doesn’t take away his autism, but means he is able to have a meaningful and fulfilling life. He has said he wants to ‘help others to find their hidden thoughts and to express themselves’.