Tips for Supporting Students Who Use AAC Devices

As the nation prepares for a new school year, the American Speech-Language-Hearing Association (ASHA) is sharing ways that school professionals can support students who use augmentative and alternative communication (AAC) devices.

Students who have limited or unreliable verbal speech can benefit from AAC devices, especially when they are used regularly throughout the school day. Today, more than 2 million people in the United States use these devices to communicate. Increasingly, AAC devices are used by children with autism, cerebral palsy, childhood apraxia of speech, developmental language disorder, Down syndrome, and similar conditions.

"AAC devices can seem daunting to people who aren't very familiar with them," said ASHA 2026 President Linda Rosa-Lugo in a statement. "However, you don't have to be a technology expert to effectively communicate with children who use these devices. Just be willing to learn, engage the student directly in conversation, and welcome all efforts to communicate. The school's speech-language pathologist can help staff and volunteers become more comfortable with the device and incorporate it into school routines."

In the Classroom: Tips for Teachers

Teachers can use these tips to help AAC users successfully participate and learn at school:

• Make sure AAC is available at all times. Students' AAC systems should always be accessible. Where students go, their AACs go. Charge the device in a place accessible for the child. Plan for a low-tech backup, such as a laminated paper board, in case their electronic devices aren't working or the power goes out.
• Speak directly to students. Don't direct questions or comments to aides or a classmates. Look at the students and address them in age-appropriate ways, offering them the same language, learning, and social experiences as their peers.
• Allow for additional time to respond. Pause after asking questions or making comments. Students might need extra time to create messages, navigate their devices, or reply in another way.
• Follow up if you don't understand. Don't guess, finish sentences, or answer questions for the students. If clarification is needed, say "Can you tell me more?"
• Include AAC in your instruction. In the classroom lesson, allow time and space for students to ask and answer questions, share ideas, work with classmates, and demonstrate what they know, not just respond to yes-or-no questions.
• Model language. When appropriate, and if they give you permission, use the student's AAC system as you talk. Point to a word or associated picture on the screen, smartboard, or non-electronic board as you are saying it. Modeling shows how the device can be used in real interactions and how to wait for someone as they compose their ideas.
• Prioritize self-expression. AAC is not just about making basic requests or answering questions. It's how people express themselves and their personalities. Invite students to share a joke or a funny story or to talk about their interests. You can even add popular expressions and phrases that kids in this age group frequently use to the AAC device.
• Provide opportunities for peers to learn about AAC. Invite the school SLP, a family member, and/or the student to give a short presentation about the AAC device and ways to successfully communicate. Consider organizing "lunch bunches" or other social activities to encourage new friendships. Talk about the various ways that people communicate beyond speaking (e.g., gestures, sign language, and texting).

Around the School: Additional Tips for Staff and Volunteers

Communication opportunities happen everywhere, not just in the classroom. Some simple strategiescan make a meaningful difference for children who use AAC.

Car/Bus Loop and Hallways (Arrival and Dismissal)

• Greet students directly; give them time to respond.
• Confirm that students have their AAC systems as they transition to other locations.
• Use consistent routines and language for arrival, departure, and abiding by school procedures such as standing in line, waiting one's turn, and staying safe.
• Make sure staff know how to get students' attention and how they communicate urgent needs.

Cafeteria (Breakfast and Lunch)

• Allow enough time to make food choices and place orders when applicable. Remember, autonomy and personal choices are important. Avoid making assumptions about what students want to eat, where they want to sit, or whether they want to join conversations. If they are interested, encourage them to try new foods and meet new people.
• Ensure that students are using their AAC devices while in the cafeteria, rather than setting it aside for the meal. This means keeping students' AAC systems accessible and protected from spills (e.g., waterproof cases or even an oversized resealable storage bag can help).

Gym/Playground (Physical Education and Recess)

• Plan how students will have access to AACs during active movement and play.
• With no pressure to say "yes," invite students to participate; make reasonable adjustments to ensure that they are included.
• Teach classmates how to wait, listen, and include the student in play. For older students, explain how to adapt the activity and give them a chance to ask questions.

Library, Art Room, and Music Room

• Share in advance upcoming activities or key vocabulary with the school SLP and the student's team. The SLP and/or other team members can program relevant words or phrases into the AAC devices and practice with the students before class.
• Make communication supports, like paper-based topic boards or vocabulary boards, available for making choices, asking for help, commenting, and participating in group activities.
• Speak to students as the active participant they are, not as though they are outside observers.

Considerations for Emergency Preparedness

Preparing for emergencies is essential for all students, but children who use AAC devices might be especially at risk in emergency situations for several reasons, including these:

• Devices might get misplaced or lose power in unexpected or chaotic situations.
• Communicating via a device might take longer than communicating by speaking.
• Children might be interacting with people who are unfamiliar with the devices or how to communicate with them.
• Children might become overwhelmed or dysregulated from loud noises, crowded spaces, and other sensory triggers.

When preparing for the new year, Rosa-Lugo stresses what she says is the most important point for all school staff to remember: "AAC devices are not optional accessories. They serve as a child's voice, and we all need access to our voice at all times, not just during a particular subject or a specific time window. AAC devices are essential for communicating wants, needs, and feelings; participating in class; staying safe; and building fulfilling relationships with peers."