The basic definition of communication is the relay of information between two people. But in practice, communication is much more. It enables independence and gives us control over our lives.

"Communication makes us feel empowered and respected as human beings,” said Linda Bonnar-Ivery,  Director of Communication Pathways, a program of Pine Tree Society.   

For most, communicating with others is a simple act. But for those who are non-verbal, communication can present immense challenges.

“There is nothing worse than the feeling of helplessness that comes when wants and needs are assumed by others because one cannot verbally communicate,” said Bonnar-Ivery.

Every day, Communication Pathways works with children, their families and educators to discover methods that will create clear and effective communication in each of the child’s environments.  The program also works to adapt learning environments to meet a child's unique needs.  With the right tools and strategies in place, a whole new world of communication and learning is opened to a child with a disability. At each new stage of development, or as environments change, considering and assessing new tools and strategies is critical.

This was the case for 16-year-old Victoria (Torie) Queally, who was introduced to Pine Tree Society’s services at the age of three.  When she was in preschool she began using a computerized device that allowed her to communicate with her family, friends and teachers.  With a bit of practice and guidance from Communication Pathways, the outgoing middle school student learned to use the device like a pro.    

So when she slowly stopped using her device and began interacting less at home and school, her mother and teachers were concerned. 

Torie’s conversations became very short. Her response to questions was mostly "yes" or "no." Rather than using her communication device, she used pictures and books to let people know what she wanted.  Luckily, it didn't take long for the team to figure out what was wrong.

For all the advancements Victoria has made, she also knew that a large computer-like device was not the "in-thing" – and she certainly didn't want it attached to her wheelchair.  When her team experimented with a smaller device, they immediately saw positive results. Torie became more active in class and interacted frequently with her classmates and teachers.

“At first I wasn’t totally on board to switch her device,” said Caroline Queally, Torie’s mother.  “It wasn’t until I learned from Victoria that a smaller device would allow people to see her before they would see the large 8-by-11-inch device. Victoria understands that she cannot walk, but she doesn’t need to look different than all her friends too.”

Bonnar-Ivery agrees that the change was just what Torie needed.

“The new device is smaller, allowing Torie to be connected with her environment and not blocked by it,” said Bonnar-Ivery.

Torie's mother is very happy with the degree to which the new communication device has restored her daughter's self-confidence and once again has allowed her to become active in the communication around her.

“Victoria’s speech therapist has said that her output of communication has increased by 80 percent and that she has even started engaging conversation, rather than being a bystander,” said Queally.

An added bonus of the new device is its output voice, which sounds like a teenage girl – complete with pre-programmed age-appropriate phrases like "that's cool." When Torie is happy, she can make clapping and cheering noises with the push of a button.  When she is not pleased about going to bed, for example, she can just as easily say, "I don't want to."

In short, the device works for her –  and that is what matters most.