Supporting Students Who Use Augmentative and Alternative Communication (AAC)

Ava, a fourth grader, has a tablet with a communication app on her desk. During the morning, it stays in its case while the class does a read-aloud and a math lesson. When the teacher asks questions, Ava's paraprofessional usually answers for her: "She liked it." At lunch, Ava taps the screen repeatedly, but the tablet is in her backpack, and nobody notices. By afternoon she is frustrated and pushes her work off the desk.

Nothing in that day was intended to exclude Ava. But her voice was available for only a few minutes, and nobody around her was using her system to talk with her. For students who use augmentative and alternative communication (AAC), the classroom is often the place where communication either grows or stalls.

This article explains what AAC is, the principle of presuming competence, and practical classroom strategies: keeping the system available, modeling on it, giving time and creating real reasons to communicate. The student's device or system, its vocabulary and the communication goals always come from the student's team, including the SLP and family.

Understanding the concept

What AAC is

ASHA describes AAC as the ways people communicate other than, or in addition to, speech. It includes:

• Unaided AAC: gestures, facial expressions, body language and sign language.
• Low-tech aided AAC: picture boards, communication books, alphabet boards and choice cards.
• High-tech aided AAC: speech-generating devices and tablet apps that speak aloud.

Many students use more than one form. A student might speak a few words, use gestures and use a device for longer messages. AAC can be used by students with many different needs, including some autistic students, students with cerebral palsy, childhood apraxia of speech, Down syndrome or other conditions. Using AAC does not mean a student has nothing to say.

Presume competence

Presuming competence means assuming a student understands more than they can currently show and has thoughts worth expressing. It's the respectful starting point: if we're wrong, little harm is done; if we assume the opposite and are wrong, a student may be denied learning and a voice. In practice, it means talking to the student directly, teaching grade-level content with appropriate supports, and expecting communication.

Common myths

• "AAC will stop the student from learning to talk." ASHA and other professional sources indicate that AAC does not prevent speech development and, in some cases, may support it.
• "The student has to be 'ready' for AAC." Professional guidance generally holds that there are no prerequisite skills a student must show before being given access to AAC.
• "The device is for requesting snacks and the bathroom." AAC is for everything people communicate: comments, questions, jokes, opinions, protests and academic answers.

Why it matters

• Communication is a right, and students need it all day, not just in therapy.
• Without access to their system, students may communicate through behavior, which is often misunderstood.
• Students learn to use AAC in much the same way others learn spoken language: by seeing it used around them in meaningful situations.
• Access to communication is central to accessing the general curriculum and participating with peers.

Practical strategies

1. Keep the system with the student, all the time

What: the device or board should be within reach in every setting: class, specials, lunch, recess, assemblies and bus lines. Why: you can't speak if your voice is in a backpack. How: build it into routines (charging overnight, a strap or stand, a low-tech backup board for wet or outdoor settings). Make "Where's your talker?" part of every transition.

2. Model on the system (aided language input)

What: when you talk to the student, point to or press key words on their system as you say them. Why: students learn language by seeing others use it. Project Core and ASHA describe modeling as a key strategy for AAC learning. How: you don't have to model every word. Start with one or two words per sentence: "Let's go to lunch." "I like that!" Model without expecting the student to copy you.

3. Focus on core vocabulary

What: core words are small, high-use words such as go, stop, more, not, like, want, help, different, you, it, what. Why: they work across many situations and can be combined. How: ask the SLP which core words to focus on this month and model them throughout the day. Fringe vocabulary (topic words like photosynthesis) matters too; ask the SLP to add lesson words in advance.

4. Wait

What: give generous time for the student to compose a message. Why: navigating a system takes time, and interrupting can wipe out a message in progress. How: wait silently, look expectantly and don't fill the silence. Teach classmates to wait too.

5. Create real reasons to communicate

What: plan genuine chances to comment, ask, choose and give opinions. Why: if every question has one right answer that the adult already knows, communication becomes a test. How: ask open questions ("What do you think will happen?"), offer real choices, and set up partner activities where the student contributes something the group needs.

6. Respond to all communication

Accept and respond to every attempt, including gestures, vocalizations and messages that seem off-topic. A student pressing stop repeatedly may be telling you something important. If you're not sure what a message means, respond to it and ask: "You said bus. Are you thinking about going home?"

7. Don't speak for the student

Adults, including paraprofessionals, should avoid answering on the student's behalf. Direct questions to the student, not to the adult beside them.

A practical tool: AAC-friendly lesson checklist

Before the lesson	During the lesson	After the lesson
Send key vocabulary to the SLP or check it's on the system	System is in reach and turned on	Note messages the student used
Plan two or three open questions the student can answer	Model core words while you teach	Note words the student needed but didn't have
Plan a partner or group role that needs the student's input	Wait for the student to finish composing	Share notes with the SLP
Have a low-tech backup ready	Respond to all communication attempts	Charge the device

Quick modeling examples:

• Read-aloud: "That's not fair!" "What will happen next?"
• Math: "We need more." "That's different."
• Science: "Look, it's going up!"
• Social: "You like that?" "My turn."

Step-by-step implementation

1. Read the IEP for communication goals and AAC-related supports.
2. Meet with the SLP (and family if possible) to learn how the system is organized, how to model on it and what to focus on.
3. Get a copy of the system (a printed board or second access, if the team provides one) so adults can model without taking the student's device.
4. Set up access routines for every setting, including a backup.
5. Choose a few core words to model this week.
6. Plan real communication opportunities in each lesson.
7. Teach classmates how to wait and how to talk with the student, with the student's and family's agreement.
8. Record and share what the student communicated and what vocabulary was missing.

Illustrative scenarios

These scenarios are invented to show how the strategies might look in practice. They are not real case studies.

Ava, fourth grade

After a team meeting, Ava's tablet goes everywhere with her on a stand, with a laminated core board for recess. Her teacher models "I think" during the read-aloud and asks open questions. The paraprofessional practices waiting and directing questions to Ava. A week later, Ava uses her device to say "not fair" about a character, and the class discusses why.

Carlos, kindergarten

Carlos is learning a low-tech picture board. His teacher models go, stop and more during a movement song, without expecting him to copy. During snack, Carlos touches more for the first time in class. The teacher notes it for the SLP.

Ruby, eleventh grade

Ruby uses a high-tech device and is taking U.S. history. Her teacher sends the SLP the unit's key vocabulary a week ahead, and allows Ruby to pre-program part of her contribution to a debate while composing responses live. Ruby's peers learn to wait for her responses, and the teacher grades her argument on the same rubric as everyone else.

Differentiation and adaptations

• Early elementary: model during play, songs and routines; keep messages short and fun.
• Upper elementary: add academic vocabulary in advance, use the system in partner work and support literacy, including access to the alphabet for spelling where the team supports it.
• Secondary: respect the student's preferences about voice, privacy and how they participate. Plan ahead for discussions and presentations.
• Students with physical disabilities: follow the team's guidance on access methods, such as switches, eye gaze or partner-assisted scanning.
• Multilingual students: ask the team and family about the home language. Some systems can include more than one language.

Common challenges

• "The student plays with the device instead of communicating." Exploring is how many learners discover what words do. Respond to what they say, and talk with the SLP about any concerns.
• "I don't know where the words are." Ask the SLP for a quick tour and a printed map of the layout. Practice for a few minutes each day.
• "The device isn't charged or is broken." Keep a low-tech backup and a clear charging routine, and report problems to the team quickly.
• "The vocabulary I need isn't there." Note it and send it to the SLP. Don't reorganize a student's system yourself unless the team has agreed you can.

Key takeaways

• AAC includes any communication beyond or alongside speech, from gestures to speech-generating devices.
• Presume competence and talk directly to the student.
• Keep the system with the student in every setting.
• Model on the system, wait and create real reasons to communicate.
• The system, its vocabulary and the goals come from the student's team; share what you see.

Next step: Pick two core words and model them on the student's system at least five times tomorrow. Find more in Speech and Language Support, including collaborating with speech-language pathologists.

This article offers general classroom guidance. It does not replace your school's policies, a student's IEP or 504 plan, or advice from your school's specialists.

Sources & Further Reading

• American Speech-Language-Hearing Association (ASHA), Augmentative and Alternative Communication (Practice Portal and public information). https://www.asha.org/. Accessed November 2026.
• Project Core, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, Project Core professional development modules. https://www.project-core.com/. Accessed November 2026.
• International Society for Augmentative and Alternative Communication (ISAAC), What Is AAC? https://isaac-online.org/. Accessed November 2026.
• National Joint Committee for the Communication Needs of Persons With Severe Disabilities, Communication Bill of Rights (hosted by ASHA). Accessed November 2026.