A student who uses a speech-generating device sits at a busy station with three of their classmates.
They're present, they're interested, their device is charged and within reach. Twenty minutes later, they haven't said a word to anyone. Not because they can't, but because no one at the table knows how to talk with them, and the adult hovering nearby has quietly become the only person they communicate through.
This is where we often fall short with inclusion: we get the student into the room without getting the room ready for the student.
What follows is an evidence-based approach to overcoming some of these challenges and working toward meaningful inclusion for our multimodal communicators.
What the Research Shows, Briefly
A 2025 study by Biggs and colleagues trained general education peers, rather than the AAC users, in three simple, kid-friendly strategies:
- Play–Talk–Give: Model a play action, talk about it (using both verbal speech and the device), then offer the toy to your friend.
- Copy–Talk: Imitate what your friend is doing and comment on it using verbal speech and the device together.
- Respond: Notice any communication attempt, however small, and answer it.
Peers learned these strategies in a single 20-minute session with the help of visuals and short video models, plus light coaching during play sessions a few times each week.
A 2026 systematic review by Hurlburt, Brock, and Hudler examined 20 single-case studies and found that every study reported positive communication outcomes. The strongest interventions combined three essential components:
- Supporting the AAC user
- Coaching peers
- Structuring the environment to encourage interaction
A Note on Age and Fit
The Biggs study focused on nine-year-olds, and its play-based strategies may be best suited for younger classrooms.
The broader systematic review spans school-age children, and peer-support approaches have demonstrated success well into the secondary years. While these principles can benefit learners of all ages, the specific protocols may need to be adapted to fit your students and caseload.
Pick the Right Peers
Meaningful communication starts with shared interests. Keep these tips in mind:
- Start with your AAC user's motivators. What naturally captures their attention? Use those interests to identify peers with similar passions.
- Recruit two or three peers whenever possible. A small network is more sustainable than relying on a single buddy. If one student is absent or moves away, communication opportunities remain.
- Notice who's already reaching out. Sometimes the ideal peer has already identified themselves. The classmate who consistently tries to include your student is giving you valuable information.
Bring the Teacher On Board
Teachers are essential to making peer-mediated communication sustainable. Focus your conversation on the benefits for the entire classroom.
- Explain the classroom-wide benefits. These strategies improve social engagement and communication skills for all students—not just those who use AAC.
- Model first, then step back. Lead the first few sessions so teachers become comfortable with the approach, then gradually transition ownership to the classroom team. The goal is to build a routine that continues beyond your therapy schedule.
Bring Families On Board
Families of students who use AAC have often witnessed their child sitting on the social sidelines. Their partnership is invaluable.
- Lead with friendship. Most families want meaningful relationships for their child above all else. Focus conversations on authentic social connections rather than data alone.
- Tap into their expertise. Families know their child's favorite activities, shows, games, and interests better than anyone else.
- Set realistic expectations. Peer-mediated communication develops over weeks—not days—and progress is rarely linear. Celebrate and share successes along the way.
The Takeaway
We spend a great deal of time asking whether a student is ready for an inclusion classroom.
The research encourages us to ask a different question: Is the classroom ready for the student?
Sometimes the most powerful communication partner isn't the SLP. It may be the paraprofessional who learns when to step back, or the classmate sitting a few desks away who simply needs a little guidance to overcome the barriers presented by an AAC device.
Together, we can make communication—and inclusion—a little easier for everyone.
Author: Alex Redfern, M.S., CCC-SLP
