This book chronicles the experiences of ten autistic self-advocates who use rapid prompting method and facilitated communication. Their narratives document the complexities that autistic individuals navigate when choosing to use a highly controversial, alternative form of communication in educational and community Settings. Using letter boards and keyboards to write their chapters, the authors describe powerful stories in the context of aiming for disability rights. The book concludes by presenting research-based educational practices that schools and colleges enact to support students who use alternative forms of communication.