The ICI staff has compiled lists of resources for typers, facilitators, families, researchers, educators, and others interested in typing to communicate. They are intended to supplement more formal training in typing or other forms of AAC, and you can contact the ICI to learn more about any of these resources or ask more specific questions.

Handouts and References

Videos and Films

  • Kayla’s Voice: Empowering People with Autism
  • Including Samuel
  • Autism Is A World
  • Regular Lives
  • Wretches and Jabberers
  • Educating Peter
  • Available for purchase from the ICI (please contact us to order)
    • My Classic Life as an Artist: A Portrait of Larry Bissonnette
    • “Inside the Edge”: A Journey to Using Speech Through Typing
    • Under Controlled Conditions: Validating Facilitated Communication
    • Independence Film Series (5 videos) including Introduction; Here We Are World; Happy to Know New Things; I Know Life; I Write, So I am Alive.
    • Training Package and discussion guide (6 videos), including “Every Step of the Way”: Toward Independent
      Communication; “We Have A Lot to Offer”: An Introduction to Facilitated Communication; “A Part of Our Life”: Facilitated Communication with Preschool Age Children; Facilitated Communication in the School Years; “A New Beginning”: Facilitated Communication for Adults; Facilitated Communication with Family and Friends.


Articles by ICI Staff

Other Articles

  • Biklen, D., & Burke, J. (2006). Presuming competence. Equity and Excellence in Education, 39(2), 166-175.
  • Biklen, D. & Kliewer, C. (2006). Constructing competence: Autism, voice and the ‘disordered’ body. International Journal of Inclusive Education, 10(2-3), 169-188.
  • Broderick, A. & Kasa-Hendrickson, C. (2006). “I am thinking that speech is asinine”: Narrating complexities and rethinking the notion of “independence” in communication. Equity & Excellence in Education, 39(2), 176-186.
  • Broderick, A., & Kasa, C. (2016). “Say Just One Word at First”: The Emergence of Reliable Speech in a Student Labeled with Autism. Research and Practice for Persons with Severe Disabilities, 21(1), 13-24.
  • Grayson, A., Emerson A., Howard-Jones, P., & O’Neil, L. (2012). Hidden communicative competence: Case study evidence using eye-tracking and video analysis. Autism, 16,75-86.
  • Kasa-Hendrickson, C., Broderick, A., & Hanson, D. (2009). Sorting our speech: Understanding multiple methods of communication for persons with autism and other developmental disabilities, Journal of Developmental Processes, 4(2), 116-133.
  • Mirenda, P. (2008). A back door approach to autism and AAC. Augmentative and Alternative Communication, 24, 220-234.
  • Rossetti, Z., Arndt, K., Ashby, C., Chadwick, M., & Kasahara, M. (2008). “I like others to not try to fix me”: Recognizing and supporting the agency of individuals with developmental disabilities. Intellectual and Developmental Disabilities, 46(5), 364-375.
  • Rubin, S., Biklen, D., Kasa-Hendrickson, C., Kluth, P., Cardinal, D.N., & Broderick, A. (2001). Independence, participation, and the meaning of intellectual ability. Disability and Society, 16, 415-429.
  • Tuzzi, A. (2009). Grammar and lexicon in individuals with autism: A quantitative analysis of a large Italian corpus. Intellectual and Developmental Disabilities, 47, 373-385.
  • Tuzzi, A., Cemin, M. & Castagna, M. (2004). “Moved deeply I am” Autistic language in texts produced with FC. Journees internationals d’Analyse statistique des Donnees Textuelles, 7, 1-9.


  • Cosier, M. & Ashby, C. (2016). Enacting change from within: Disability studies meets teaching and teacher education. New York: Peter Lang Publishers.
  • Speechless
  • Biklen, D. (1993). Communication Unbound. New York, NY: Teacher’s College Press.
  • Biklen, D. & Cardinal, D. (1997). Contested Words, Contested Science: Unraveling the Facilitated Communication Controversy. New York, NY: Teacher’s College Press.
  • Crossley, R., & McDonald, A. (1984). Annie’s Coming Out. New York, NY: Viking Penguin.
  • Crossley, R. (1996). Facilitated Communication Training. New York, NY: Teacher’s College Press.Fleischmann, A., & Fleischmann, C. (2012). Carly’s voice: Breaking through autism. New York, N.Y.: Touchstone/Simon & Schuster.
  • Gillingham, G. & McClennen (2003). Sharing our wisdom. Tacit Publishing Inc.
  • Gillingham, G. (2000). Autism: A New Understanding. Alberta, CA: Tacit Publishing Inc.
  • Goddard, P. (2012). I am intelligent. Guilford, CT: Morris Publishing Group, LLC.
  • Higashida, N., & Yoshida, K. A. (2013). The reason I jump the inner voice of a thirteen-year-old boy with autism. New York: Random House.
  • Kedar, I. (2012). Ido in autismland: Climbing out of autism’s silent prison. Sharon Kedar.
  • Mukhopadhyay, S. (2013). Developing communication for autism using rapid prompting method: Guide for effective language (1st ed.). Outskirts Press.
  • Mukhopadhyay, S. (2014). Developing motor skills for autism using rapid prompting method: Steps to improving motor function. Outskirts Press.
  • Mukhopadhyay, T.R. (2007). The mind tree. New York, NY: Riverhead Trade.
  • Mukhopadhyay, T.R. (2008). How can I talk if my lips don’t move: Inside my autistic mind. New York: Arcade Publishing.
  • Rajapatirana, C. (2002). The Vial. Potomac: Anoja Rajapatirana.
  • Remington-Gurney, J. (2009). A slice of my life: Facilitated Communication Training. Kallangur, Qld: Options Communication Therapy and Training Centre.
  • Savarese, R. (2007). Reasonable People: A Memoir of Autism and Adoption: On the Meaning of Family and the Politics of Neurological Difference. New York, NY: Other Press.
  • Silberman, S. (2015). NeuroTribes: The legacy of autism and the future of neurodiversity. Penguin Publishing Group.
  • Solomon, A. (2014). Far from the tree: parents, children and the search for identity. New York: Scribner Classics.
  • Williams, D. (2003). Exposure anxiety – The invisible cage: An exploration of self protection responses in the autism spectrum disorders. London, UK: Jessica Kingsley.
  • Williams, D. (1998). Autism and Sensing. London, UK: Jessica Kingsley Publishers Ltd.
  • Williams, D. (1996). Like Color to the Blind: Soul Searching & Soul Finding. New York, NY: Times Books.
  • Williams, D. (2004). Everyday Heaven: Journeys Beyond the Stereotypes of Autism. London, UK: Jessica Kingsley Publishers Ltd.
  • Willkomm, T. (2005). Assistive Technology Solutions in Minutes. ATECH Services.


Resources recommended by the ICI from advocacy, education, legal, and professional organizations and sources.

  • American Association for People with Disabilities (AAPD) – Cross-disability membership organization that mobilizes the disability community to be a powerful voice for political, economic and social change.
  • American Disabled for Attendant Programs Today (ADAPT) – National grass-roots community that organizes disability rights activists in nonviolent direct action to assure the civil and human rights of people with disabilities to live in freedom, particularly in the community with real supports.
  • American Speech-Language-Hearing Association (ASHA) – Professional, scientific, and credentialing association for speech-language pathologists, audiologists, and speech, language and hearing scientists in the US and internationally, who work to make the human right of communication accessible and achievable for all.
  • Augmented Communication Inc – Publishes resources to keep individuals with communication needs, families, and professionals informed about developments in Augmentative and Alternative Communication (AAC).
  • Center for Parent Information & Resources – A national resource for information on disabilities, Individuals with Disabilities Education Act& (IDEA), No Child Left Behind (NCLB) and research relating to educational practices.
  • CAST: Universal Design for Learning – A resource including research, publications, practical tools, policy implications and professional development on Universal Design for Learning; an educational framework designed to enhance the learning experience for all individuals.
  • Disability Rights Advocates – A non-profit legal center whose work includes national advocacy through class action litigation on behalf of individuals with all types of disabilities, research and education projects, and publication of resource materials.
  • Disability Rights Education and Defense Fund (DREDF) – National civil rights law and policy center directed by individuals with disabilities and parents who have children with disabilities which aims to advance the civil and human rights of people with disabilities through legal advocacy, training, education, and public policy and legislative development.
  • EveryoneCommunicates – Comprehensive information on Augmentative and Alternative Communication (AAC) including foundational knowledge, personal stories, methods and technology resources.
  • Hussman Institute for Autism – An institute dedicated to improving the lives of individuals with autism and their families through research, supports and services, and long-term interventions. Located in Baltimore, Maryland but offers several resources accessible online through their website.
  • Individuals with Disabilities Education Act (IDEA) Data – Public access to information about students with disabilities who are served under the Individuals with Disabilities Education Act (IDEA), technical assistance materials, analysis and reporting of data, and forms used for collections.
  • International Society for Alternative and Augmentative Communication (ISAAC) – Includes projects, research, events and information packets on Augmentative and Alternative Communication (AAC) geared towards improving the lives of individuals with speech difficulties.
  • Nancy Lurie Marks Family Foundation – Seeks to contribute to an understanding of autism from a scientific perspective, increase opportunities and services for the autism community, and educate the public about autism by providing grants to fund research, clinical care, policy, advocacy and education.
  • National Council on Disability – A 15 member independent policy making agency appointed by the President that functions as an advising body to executive branch agencies, Congress and the President to promote programs, practices, and procedures that guarantee equal opportunity for all individuals with disabilities.
  • National Council on Independent Living (NCIL) – A membership organization that works to advance independent living and human rights of people with disabilities.
  • Networks for Training and Development Incorporated – A non-profit organization dedicated to promoting inclusive communities that offers training, technical assistance, and demonstration for individuals with disabilities, families, organizations, and neighborhoods.
  • Nonspeaking Community Consortium – A nonprofit organization founded by families, nonspeaking individuals, and professionals in the greater metro DC area working toward communication access and communication choice for all throughout life.
  • PEAK Parent Center – Provides training, information and technical assistance to equip families of children with disabilities from birth through age twenty-six with strategies to advocate successfully for full inclusion in educational and community environments.
  • Ragged Edge Online – Disability Rights online magazine, formerly printed as The Disability Rag. This site includes current, as well as archived issues of this publication.
  • REACH – Formerly known as WAPDAH, Reach is a private, non-profit organization located in the Whittier, CA area that supports individuals with a variety of lifelong disabilities including Cerebral Palsy, Autism, Down’s syndrome and related medical and/or behavioral disorders. This agency has a strong foundation in communication services and offers training, resources and support.
  • Self Advocates Becoming Empowered (SABE) – National self-advocacy organization working to advance the rights of and empower people with disabilities.
  • Speaking For Ourselves – A grassroots organization run by and for people with developmental disabilities that aims to help members run organizations, develop leadership skills, work together collectively to address issues, and increase self-sufficiency and independence.
  • TASH – An international association of people with disabilities, families, advocates, and professionals fighting for a more inclusive society. TASH is most concerned with and disseminates information on human dignity, civil rights, education, and independence for all people with disabilities.
  • U.S. Department of Justice ADA Page – Provides information and technical assistance on the Americans with Disabilities Act.
  • Wellspring Guild – A coalition of communicators, families, professionals, facilitators, and trainers dedicated to supporting best practices in Facilitated Communication Training (FCT). The Guild is a member network that offers webinars and trainings and support to work towards becoming an FCT coach or trainer.
  • Whole Schooling Consortium – A program of Wayne State University that advocates cultivating educational environments to help children hone skills that maximize their opportunities and to develop active, effective citizens for democracy.