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- (INSECTS CHIRPING)
- (FIRE CRACKLING)

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CHILD'S DEVICE:

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KATIE:

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HAILEY:

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MATEO:

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(BIRDS CHIRPING)

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Time for wake up calls.

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Good morning, campers! This is Gina.

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And this is Tina,
with your morning announcements.

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Today's thought,
if at first you don't succeed...

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Don't try skydiving.

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- (KIDS CHEERING)
- (BOTH LAUGH)

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GINA: <i>Some of our campers
do not have the language yet</i>

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to put into complete sentences
what it is they need.

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<i>And they're trusting us to care for them.</i>

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They are some of the bravest kids
in the world.

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MATEO:

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(SOFT MUSIC PLAYING)

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GINA: <i>Our campers all use
speech-generating devices as their voices.</i>

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AUTOMATED VOICE:<i> Nickel. Five cent.</i>

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Some of them sign.

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Some of them point and gesture
and use their bodies.

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<i>They've figured out all kinds
of different ways to talk</i>

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<i>and to have relationships with people.</i>

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AUTOMATED VOICE: <i>Near.</i>

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<i>At.</i>

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<i>Dinner.</i>

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KATIE:

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(DEVICE BEEPS)

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AUTOMATED VOICE: <i>My...</i>

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<i>name...</i>

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<i>is...</i>

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<i>Katie.</i>

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- (BOTH LAUGH)
- Good morning, Katie.

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Good morning.

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<i>Of.</i>

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GINA: <i>Most of our kids go to school
with neurotypical kids every day.</i>

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GINA: <i>Here, they're like everybody else.</i>

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(INDISTINCT CHATTER)

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MATEO:

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FEMALE VOICE: Oh, awesome.

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MATEO:

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There are a lot of challenges
in using AAC devices.

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<i>Batteries run low.</i>

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<i>They die.</i>

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<i>It takes a lot of practice.</i>

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<i>Everybody around you needs to use
that AAC device.</i>

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AUTOMATED VOICE: <i>Message window.
Message window.</i>

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- FEMALE VOICE: It's scanning.
- AUTOMATED VOICE: <i>Make questions.</i>

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<i>Message window.</i>

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<i>Message window. Message window.</i>

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CHRISTINA:

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She's actually using what we call
proximity switches at the moment,

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so they're close to her.
When she moves her head towards them,

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they pick up that movement
and that's what triggers them off.

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So one moves the boxes, and then
when she gets to the row she wants,

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she uses the other side
and that's like a selector.

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- It's pretty hard work.
- AUTOMATED VOICE: <i>Message window.</i>

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<i>Message window.</i>

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GINA: <i>Patience is really important.</i>

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<i>I can't just go up to a camper and say,</i>

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"Hey, tell me what you did last night."

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<i>Campers need to think about
what they wanna say,</i>

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<i>and then they build it.</i>

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AUTOMATED VOICE: <i>D...</i>

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<i>E...</i>

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<i>V...</i>

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We want them to know
that their voices are heard.

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FEMALE VOICE 1: You gotta say it.

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LEO: <i>Toothpaste.</i>

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FEMALE VOICE 2: Can you turn
your volume up a little bit, bud?

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Toothpaste?

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Toothpaste was in the Oreos? (LAUGHS)

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(EXCLAIMS)

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(INDISTINCT CHATTER)

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(MILD TEMPO MUSIC PLAYING)

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GINA: <i>I think we tend to underestimate
kids with complex bodies.</i>

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<i>We have amazingly creative, smart kids.</i>

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<i>And we have kids that struggle, too.</i>

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<i>They're just normal kids.</i>

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LEO:

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The core focus of camp
is the literacy portion of camp,

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<i>based on the work of doctors
Karen Erickson and David Koppenhaver.</i>

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Think about what the poodle look like.

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The poodle looks small.

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The poodle look fluffy.

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DR. KAREN: <i>We started Camp ALEC</i>

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<i>'cause we knew there was this group
of kids out there</i>

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who had all kinds of potential
that wasn't being tapped

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in a typical school environment.

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DR. KAREN: <i>If you use a computer
to talk to the world,</i>

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<i>the only way you're ever gonna be able
to say everything you want to say,</i>

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<i>is if I teach you how to spell.</i>

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<i>Camp allows us to gather teachers,
speech language pathologists,</i>

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and other kinds of therapists
who really value

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what the gifts and talents are
that these kids have.

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TEACHER: Leo, do you have a guess
of an animal before we get a clue?

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LEO:

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- FEMALE VOICE: A dog?
- TEACHER: Oh. Leo's guessing a dog.

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- FEMALE VOICE: All right, Denise.
- TEACHER: Good guess.

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HAILEY:

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FEMALE VOICE: I'm half duck
and half otter?

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DENISE:

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TEACHER: Yes or no, do you think
it's a velociraptor?

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Yeah? Is that our guess? Velociraptor?

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All right. Let's see if we're right.
Hailey, what is it?

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- (COMPUTER CHIMES)
- HAILEY:

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- FEMALE VOICE: A platypus.
- TEACHER: Oh, a platypus?

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Have you ever heard of a platypus?

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Do you guys wanna see
a video of a platypus?

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- (CHUCKLES) Hailey does.
- FEMALE VOICE: Hailey loves her animals.

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TEACHER: This is called platypus,
the world's strangest animal.

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HAILEY:

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INTERVIEWER:

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GINA: <i>Hailey is a rock star in terms
of how she communicates.</i>

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<i>She will work to get that message across,</i>

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<i>and I love that about her.</i>

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(MILD TEMPO MUSIC PLAYING)

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One of the biggest challenges
in learning to read

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when you don't have the ability to speak

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<i>is developing what we call an inner voice.</i>

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We think linguistically
while we're reading.

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<i>The ability to do that happens some time
developmentally during childhood.</i>

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<i>For the campers who come here,
they never had that ability,</i>

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and so one of our biggest challenges
is helping them learn

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<i>to use that inner speech.</i>

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MALE VOICE: Okay.

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- (ALL CHEER)
- MALE VOICE: Oh, that's about it.

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GINA: Can we say goodnight?

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Goodnight, Emily.

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Goodnight, Katie.

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Goodnight, Lily.

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Goodnight, Hailey.

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Sweet dreams.

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(BIRDS CHIRPING)

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TINA: <i>As a speech language pathologist
and as a mom,</i>

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I don't like to use the word non-verbal.

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<i>I prefer non-speaking.</i>

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<i>My son, Mateo, has apraxia and dysarthria.</i>

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It's difficult for him
to communicate verbally.

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MATEO:

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He's more persistent and hardworking
than anybody I know.

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(CHUCKLES) I love you, too.
You're welcome.

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<i>At the end of the day, I just want Mateo
to be comfortable with who he is.</i>

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<i>I want him to have all the same
opportunities as everybody else.</i>

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MATEO:

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INTERVIEWER:

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INTERVIEWER:

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Okay. So, Alec, uh, was my son.

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<i>He used a power-wheelchair to drive,
controlled by a head switch.</i>

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<i>He'd have sweat pouring down his face
to try to get his point across.</i>

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And he passed away at the age of 15.

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And so, because it was our dream
to get him to read and write...

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<i>we began this camp in his name.</i>

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(SOMBER MUSIC PLAYING)

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We know that at camp,
we can't change a child's literacy life

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during this five or six days
that they're here.

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<i>But what the kids leave with,</i>

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<i>is a really carefully
thought through plan.</i>

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<i>Year after year, we see campers come back</i>

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who it's really clear that people
took those recommendations to heart.

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<i>We see kids who, at ten and twelve,
couldn't read at all,</i>

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who at 14 and 15,
are reading and writing

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<i>in all kinds of sophisticated ways.</i>

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(INDISTINCT CHATTER)

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LEO:

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TINA: <i>Our kids have that right
to be able to live and work</i>

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<i>and love in their community, regardless
of how they communicate</i>

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<i>or how they move their bodies.</i>

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Our kids' voices should be
no less powerful than anybody else's.

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(MILD TEMPO MUSIC PLAYING)

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GINA: <i>This camp has allowed me</i>

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<i>to stay in the world of kids like Alec.</i>

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It's given me a purpose again,

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<i>if not for my own son,
then for other children.</i>

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I believe the work
we do here is life-changing...

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<i>because they know
that if you take the time...</i>

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<i>their voice will be heard.</i>

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(MILD TEMPO MUSIC PLAYING)

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(MUSIC CONCLUDES)

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