Supporting AAC In The Classroom: Common Challenges And Practical Solutions
Keeping Communication Accessible, Audible, And Effective Throughout The School Day
AAC implementation is most successful when everyone in the classroom understands how the system works and why certain practices matter. Challenges will happen—they’re normal in any busy learning environment. However, they’re also manageable with simple, consistent strategies.
This guide outlines the most common barriers to AAC use and what staff can do to keep communication accessible, respectful, and effective throughout the day.
When Staff Turn Down AAC Volume (And What To Do Instead)
The Challenge:
In a busy classroom, it can feel natural for staff to turn down the AAC device volume—especially if things are noisy or the device seems disruptive. However, turning down the volume actually silences the student.
Why This Matters:
Students need to hear language to learn it. Quiet AAC equals less learning.
Modeling only works when it’s audible.
If others can’t hear the student, their communication gets ignored or misunderstood.
Volume teaches social reciprocity: students learn that communication has power and impact.
Turning down the device is equivalent to lowering a child’s voice.
What To Do Instead:
Keep volume at a minimum agreed-upon level (e.g., 60-80%).
If the environment is loud, move to a quieter corner—not the student’s volume.
Make volume checks part of the morning routine.
Empower the student to adjust the volume if appropriate.
Remind staff that AAC voices should be heard.
Best Practice:
If communication is expected, the device must be audible. A quiet AAC device equals a quiet classroom voice.
When Students Are Being Tested Instead Of Supported
The Challenge:
Staff may ask too many questions (“Find…”, “Tell me…”, “Where is…?”) which can create pressure and decrease communication attempts.
Why This Matters:
Testing disrupts natural communication.
Students may avoid AAC when they feel pressured.
Quizzing limits meaningful language use.
It shifts communication from connection to correctness.
What To Do:
Model language through comments rather than questions.
Instead of ‘What do you want?’ try ‘I’m getting hungry. I want crackers.’
Give the student time to respond (10 seconds or more).
Celebrate any communication attempt (gesture, vocalization, AAC).
Best Practice:
Aim for 80% comments and 20% questions. Conversation should be natural, not a quiz.
When Students Forget Their Device
The Challenge:
Students may forget to bring their AAC device to transitions, specials, recess, or groups.
Why This Matters:
Without their AAC, students lose access to expressing needs, asking for help, joining conversations, and participating in learning.
What To Do:
Create a simple routine: ‘Before we go, check for your device.’
Assign a staff “AAC Buddy” per period who makes sure the device moves with the student (not carrying it for them, just ensuring it comes along).
Use straps, mounts, or a small shoulder bag to make carrying easier.
Add visual reminders on the door: ‘Got your voice?’
Practice device-carrying as part of independence building—just like putting on a backpack.
Best Practice:
AAC should go anywhere the student is expected to communicate—and communication happens everywhere.
When Staff Can’t Find The Words
The Challenge:
Sometimes staff want to model a specific word but struggle to locate it, which leads to frustration or giving up.
Why This Matters:
Modeling should be natural, not stressful. When it feels like a scavenger hunt, modeling stops.
What To Do Instead:
Focus on core vocabulary—words like go, want, help, stop, more, and look.
Core words are always available, easy to model, and used all day long.
It’s okay to model part of a sentence.
Example: Instead of trying to find ‘rectangle’ in a science lesson, model ‘look’ or ‘this.’
If you can’t find a word within a few seconds, move on. Keep modeling something.
Ask the speech therapist or AAC team to show you where that tricky word lives later—not in the middle of a lesson.
Use “general” words for most interactions, and save specific words for supported teaching moments.
Best Practice:
Any model is better than no model. Communication doesn’t need to be perfect—it just needs to happen.
When The Student Isn’t Using It Yet
The Challenge:
Staff may think the AAC isn’t helpful because the student isn’t initiating often.
Why This Matters:
AAC learning requires ongoing exposure before independence develops.
Without consistent modeling, students have fewer chances to learn.
Reduced opportunities lead to fewer attempts.
What To Do:
Increase modeling and reduce pressure.
Look for small signs of engagement: looking at the device, touching one word, or repeating a model.
Use motivating, meaningful activities—AAC thrives in fun.
Best Practice:
AAC learning is like learning a new language: exposure and modeling come first, independent use comes later.
When The Device Isn’t Accessible Or Ready
The Challenge:
Devices may be left in backpacks, on shelves, uncharged, or placed out of reach.
Why This Matters:
Students lose access to communication during important moments.
Inaccessibility signals that AAC is optional rather than essential.
Missed moments slow language development.
What To Do:
Keep AAC with the student, not stored away.
Charge the device consistently at the same time daily.
Provide a low-tech backup communication board that mirrors the device layout.
Use mounts, stands, or consistent placement strategies.
Best Practice:
If the student is present, their communication system must be present and ready.
Classroom Checklist
Is the device available and accessible at all times?
Is the volume loud enough to hear across the room?
Are staff modeling throughout the day?
Does vocabulary support full communication, not just choices?
Is AAC used in every environment?
Is communication supportive rather than testing? Are we avoiding quiz-style interactions?
Is there a backup available?
Friendly Reminders For Staff
Turning down the volume limits the student’s opportunity to learn and communicate.
AAC should travel everywhere communication is expected.
Modeling should feel natural—not like a test or a search mission.
Mistakes are okay.
Every moment in the classroom is a chance to support communication growth.
Conclusion
AAC works best when it is always accessible, audible, and supported through natural, low-pressure communication. Staff should keep device volume up, model frequently using simple core words, avoid turning conversations into quizzes, and ensure the device travels with the student throughout the day. Even if a student isn’t using AAC independently yet, consistent exposure and modeling build the foundation for future communication. With small routines and shared expectations, every classroom moment becomes an opportunity to support meaningful language growth.
If you would like to schedule time for your team to meet with our SLP Empowerment team for additional tips, click here!
