About
Compiled from public web sources — unverified until claimed; please confirm details directly with the provider.
Focus
S2C letterboard nonspeaking autism AAC
Description
A center dedicated to Spelling to Communicate (S2C), a debated letterboard-based method that teaches nonspeaking individuals to point to letters on a board or device to express themselves.
What this spelling & assisted communication offers
Summarized from their website — verify details directly with the spelling & assisted communication.
Chicagoland Spelling Center is a specialized augmentative and alternative communication (AAC) center in Northbrook, Illinois, providing Spelling to Communicate (S2C) instruction and related services to non-speaking and minimally speaking individuals with apraxia, autism, Down syndrome, and other conditions affecting verbal speech.
Leadership
Mitchell Robins — Co-Founder
Clinicians & therapists
Louie DeMarco — I-ASC-Certified Spelling to Communicate Practitioner Populations served
Non-speaking individuals Minimally speaking individuals Unreliably speaking individuals Individuals with apraxia Individuals with autism Individuals with Down syndrome Individuals with other conditions affecting verbal speech
Ages
Ages 5+; optimal success typically ages 8 and older
Services
Spelling to Communicate (S2C) instruction Motor skill development training Individualized communication planning Adapted Art Instruction Social groups for clients Individual spelling sessions Group sessions Family partnership and home-center coordination
Programs
Spelling to Communicate (S2C) Adapted Art Instruction Social Groups Illinois Spelling Scholarship Free Lessons Ask a Speller
Accreditations & approvals
I-ASC Certified (International Association for Spelling as Communication)
Highlights
Co-founded by Mitchell Robins, a non-speaking autistic individual and spelling practitioner featured in The Chicago Tribune and CBS-Chicago; weekly session model serving clients across Chicagoland.
Approach
Presuming competence in all individuals; practices informed by non-speakers themselves; individualized treatment plans; collaboration with families and professionals; prioritizing independence, authentic communication, and the dignity of communicators.
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