Supporting Students Who Use AAC Devices in the Classroom

For many students with diagnoses such as autism, Down syndrome, or cerebral palsy, AAC devices serve as their primary means of expression. ASHA 2026 President Linda I. Rosa-Lugo emphasizes that staff do not need technical expertise to be effective partners. Instead, success hinges on a willingness to learn and the recognition that these devices are a student's voice, not merely optional accessories. Educators are encouraged to keep devices accessible at all times, including during transitions like lunch or gym class, and to maintain low-tech backups like laminated boards for emergencies.

Effective classroom integration goes beyond basic requests. Teachers should model language by pointing to symbols on the device during lessons, allow ample time for students to compose responses, and facilitate social connections with peers. By treating AAC users as active participants rather than observers, schools can ensure these students have the same opportunities for academic and social growth as their verbal counterparts. Staff should also coordinate with speech-language pathologists to prepare for specific activities and formalize emergency communication plans within a student’s individualized education program.