Why Communication Devices Belong in Every Setting, Not Just the Classroom

Imagine walking through your day without being able to ask a question, make a decision, or express how you're feeling. For students who use Augmentative and Alternative Communication (AAC), their device is their voice—and that voice deserves to be heard everywhere, not just during structured classroom time.

Despite growing awareness about the importance of inclusive communication, too many students are still left without access to their AAC systems during critical parts of the day. Whether it’s lunch, recess, art, music, or transitions between rooms, these are rich, real-life opportunities for connection, language growth, and independence. When devices are left behind, so is the child’s ability to fully participate in those moments.

The research is clear: consistent access to AAC across all environments is essential for language development, social interaction, and educational progress (Light & McNaughton, 2022; Dumitru, 2025). Yet, in practice, many well-meaning educators, aides, or support staff unintentionally limit this access due to convenience, time constraints, or a fear of damage.

Let’s take a closer look at some of the most common excuses for leaving AAC devices behind—and more importantly, how to overcome them.

Common excuses—and how to overcome them

❌ “It’s too much to carry.”

Strategy: Provide multiple lightweight or low-tech alternatives (e.g. photo boards, laminated quick‑access symbol strips) that can travel from classroom to lunch/recess. Students using PECS, for instance, show improved use when symbols are available in multiple settings, not just one .

❌ “No one else is trained to use it.”

Strategy:

• Peer buddies: Train peers or supportive classmates on basic symbol use and modeling—peer use boosts student participation .

• Video or QR-code support: Attach short how-to videos or quick-reference steps on the device/case for casual users like lunch aides.

• Quick training routines: Insert AAC training into orientation for specials, lunch/recess staff, or subs.

❌ “It’s too time-consuming in specials/lunch/recess.”

Strategy:

• Start with core vocabulary cards—quick press/point options that work in any context, no sentence building required.

• Use naturalistic pauses (“What next?” “Where do we go?”) to embed quick device use—research shows AAC use generalizes across settings with minimal prompting .

❌ “It might get broken.”

Strategy:

• Protective cases and device management routines (check in/out bins, labels, cleaning supplies) help protect equipment.

• Provide cheaper or backup options—e.g. low-tech symbol boards or tablet-based AAC apps on existing school iPads.

• Establish replacement fund or PTA support—families are often willing to share budget burden with transparent communication.

✅ “It only works in classrooms—I want it everywhere.”

Strategy:

• Build collaborative implementation teams: involve general ed, specials, aides, therapists, and families. A scoping review found AAC research in inclusive settings is rare but still proven effective when intentional .

• Schedule AAC across environment trials: rotate the device through lunch, PE, art etc., with rotating trained staff, for short stints initially.

What the research tells us

• Inclusive integration yields real benefits: In a 2022 scoping review, 28 inclusive school settings using AAC showed improved communication and social interaction; experimental studies reported better engagement when peers were involved .

• Challenges are solvable: A systematic review (Dumitru, 2025) highlighted teacher concerns — training, time constraints, infrastructure — but also concluded that tailored AAC strategies meaningfully boost language skills such as vocabulary, spelling, and comprehension .

• Real-world outcomes: A 2024 Frontiers case study described a nonverbal teen with autism who, after introduction of a letter board and then an iPad, showed remarkable gains in academic participation, including complex science discussions .

• Clinicians reinforce the message: SLPs and special educators often cite lack of training and time as primary barriers to AAC, yet also note that even small, consistent device access across settings leads to breakthroughs .

5 Practical Steps for Teachers

1. Audit device coverage – Note every environment your student enters and ensure at least one AAC system (tech or low‑tech) is available.

2. Train the whole team – Host a 15‑min walk‑through on device basics; share cheat sheets or QR code links to quick guides.

3. Routinize device check‑in/out – Kids grab their devices from a central bin before every transition; staff know how to find replacements.

4. Use peer modeling daily – Pair students with AAC mentors; encourage peers to model core words during lunch, art, play.

5. Celebrate device use everywhere – Highlight communication wins in specials, or outside, in newsletters, IEPs, and morning meetings.

✅ In summary

• Lack of device use across settings isn’t inevitable—it reflects missed planning.

• With light‑weight backups, team training, and strategic placement, AAC becomes part of the routine, not optional.

• Evidence shows even small adjustments boost language, inclusion, and participation.

• When we remove barriers—“too much,” “too fragile,” “too much to learn”—our students thrive.