You've started using AAC at home, and it's working. Your child is communicating more, melting down less, and building language. Now comes the hard part: getting the school on board.
Some schools embrace AAC immediately. Others resist. Many fall somewhere in the middle, willing but unsure. Wherever your child's school lands, knowing your rights and having a clear plan makes the conversation much easier.
Your Child's Legal Rights
In the United States, two federal laws protect your child's right to communication support in school.
IDEA (Individuals with Disabilities Education Act)
If your child has an IEP (Individualized Education Program), IDEA requires the school to consider assistive technology (AT) for every student. This isn't optional. The IEP team must consider whether the child needs AT devices and services to receive a free appropriate public education (FAPE).
AAC qualifies as assistive technology. If your child needs AAC to access their education, participate in classroom activities, or communicate with teachers and peers, the school is legally required to provide it.
Section 504 of the Rehabilitation Act
If your child has a 504 plan instead of an IEP, Section 504 still requires the school to provide accommodations that ensure equal access to education. AAC can be included as a 504 accommodation.
Step 1: Request an Assistive Technology Evaluation
If your child doesn't yet have AAC listed in their IEP or 504 plan, the first step is requesting an AT evaluation. Put this request in writing. Here's a template you can adapt:
Dear [IEP Team / Special Education Coordinator],
I am writing to formally request an assistive technology evaluation for my child, [name], to determine whether AAC (Augmentative and Alternative Communication) tools and services are needed to support their communication and access to education.
[Name] currently has difficulty [describe specific communication challenges, e.g., "expressing needs to teachers and peers," "participating in classroom discussions," "answering questions during instruction"].
Under IDEA, the IEP team is required to consider assistive technology for all students. I am requesting a formal evaluation by a qualified professional with experience in AAC.
Thank you for your attention to this request. I look forward to discussing next steps.
Sincerely, [Your name]
The school has a legal obligation to respond to this request within a reasonable timeframe. In most states, they must respond within 15 to 30 school days.
Who conducts the evaluation?
An AAC evaluation should ideally be conducted by a speech-language pathologist (SLP) with specific training and experience in AAC. Not all school SLPs have this expertise. If the school's SLP doesn't feel qualified, the school may need to bring in an outside evaluator. You can also request an Independent Educational Evaluation (IEE) at the school's expense if you disagree with the school's evaluation.
Step 2: Prepare for the IEP Meeting
Once the evaluation is complete (or if you're raising AAC at a regular IEP meeting), preparation makes a big difference. Here's how to walk in ready.
Bring documentation
- Communication logs. If your child uses AAC at home, keep a log of what they're communicating and how often. Screenshots from the app showing vocabulary usage can be powerful.
- Videos. A short video of your child using AAC at home is worth a thousand words. Show them requesting, commenting, or participating in a conversation.
- Professional recommendations. If your child's private SLP or pediatrician supports AAC, ask them for a letter recommending it.
Know what to ask for
AAC support in an IEP typically includes:
- The device or app itself. The school may provide a dedicated device, or you can discuss using the child's personal device with appropriate protections.
- Training for staff. Teachers, paraprofessionals, and specials teachers (art, music, PE) all need basic training on how the child's AAC system works.
- Modeling and implementation goals. The IEP should include specific goals related to AAC use, such as "Student will use AAC to make requests across 3 classroom settings."
- SLP services targeting AAC. Speech therapy sessions should include AAC-specific activities, not just oral motor exercises.
- AAC access throughout the day. The child should have their AAC system available at all times, not just during speech therapy. Communication doesn't stop when the session ends.
Step 3: Productive Conversations with Teachers
Teachers are usually your strongest allies once they understand how AAC works. Most resistance comes from unfamiliarity, not unwillingness. Here are scripts for common situations.
When a teacher says: "I don't know how to use this"
Your response: "That's totally understandable. Would it help if I came in for 20 minutes to show you the basics? I can also put together a one-page cheat sheet with the words [child's name] uses most. The SLP can provide ongoing support too."
This works because it's collaborative, not confrontational. You're offering to help, not demanding action.
When a teacher says: "They don't use it in class"
Your response: "That's actually common at first. At home, it took a few weeks before [child's name] started using it independently. The key is modeling. If you can tap the symbols while you talk during a few routines, like circle time or snack, [child's name] will start picking it up. Could we set up 2 or 3 specific times during the day for modeling?"
When a teacher says: "They should use their words instead"
Your response: "I understand the goal is speech, and we share that goal. The research actually shows that AAC supports speech development. [Child's name]'s SLP can share the data on this. For now, we want [child's name] to have every possible way to communicate, including the device and spoken words."
When a teacher says: "The other kids will think it's a toy"
Your response: "That's a fair concern. Some teachers find it helpful to do a short class lesson on how different people communicate in different ways. Kids are usually very accepting once they understand what the device is for. I can help put together a simple explanation if that would be useful."
Step 4: Build a Consistent System Across Home and School
The biggest factor in AAC success is consistency. Your child needs to see the same vocabulary, the same layout, and the same modeling strategies at home and at school. Here's how to make that happen.
Use the same app or system in both settings
If your child uses SabiKo at home, ideally the school should use the same app. Different systems with different layouts and symbols create confusion and slow down learning.
Share vocabulary updates
When you add new words at home, let the school team know. When the school introduces new curriculum vocabulary, ask them to share it so you can add it at home. A shared document or regular email thread works well for this.
Schedule regular check-ins
Request a brief monthly check-in (even 10 minutes by email or phone) with the SLP and classroom teacher to discuss:
- Which words your child is using consistently
- Where they're getting stuck
- What new vocabulary to introduce
- Any changes to the system that might help
Create a "communication passport"
A one-page document that travels with your child, explaining:
- What their AAC system is and how to interact with it
- Their most-used words and phrases
- How to respond when they communicate (acknowledge the message, respond naturally)
- What NOT to do (don't take the device away, don't require speech before honoring the message)
This is especially helpful for substitute teachers, specials teachers, and bus drivers. SabiKo's About Me tool can generate this as a shareable PDF directly from the device.
What If the School Pushes Back?
If the school refuses to evaluate, refuses to provide AAC, or limits access to the device, you have options:
- Put everything in writing. Verbal conversations don't create a paper trail. Follow up every meeting and phone call with an email summarizing what was discussed and agreed upon.
- Request a formal meeting. Ask for an IEP amendment meeting to discuss AT specifically.
- Contact your state's Parent Training and Information Center (PTI). Every state has one, funded by the U.S. Department of Education. They provide free advocacy support.
- File a complaint. If the school is violating IDEA requirements, you can file a complaint with your state's department of education.
- Seek an Independent Educational Evaluation. If you disagree with the school's evaluation (or lack thereof), you have the right to an IEE at public expense.
Most conflicts resolve before reaching the formal complaint stage. Schools generally want to do right by their students. Clear communication, documentation, and persistence usually get you where you need to be.
You Are Your Child's Best Advocate
Navigating the school system while also parenting a child with communication challenges is a lot. Give yourself grace. You don't need to know every regulation or have every answer. You just need to keep showing up and asking for what your child needs.
Your child deserves to communicate everywhere, not just at home. The school is legally and ethically obligated to support that. And with the right approach, most schools will become genuine partners in your child's communication growth.
Download SabiKo free so your child has a consistent AAC tool across home and school.
References
- Individuals with Disabilities Education Act, 20 U.S.C. ss 1400 (2004).
- Rehabilitation Act of 1973, Section 504, 29 U.S.C. ss 794.
- Zabala, J.S. (2005). Using the SETT framework to level the learning field for students with disabilities. Governor's Alliance of Technology and Education.
- Calculator, S.N., & Black, T. (2009). Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classrooms. American Journal of Speech-Language Pathology, 18(4), 329-342.