Abstract
Carson Chodos offers commentary on the inherent limitations of reformist cis imagination and resulting education policy and linguistic failures. Specifically within a project to create LGBTQ+ inclusive symbol iconicity for students with disabilities that primarily utilize AAC (augmentative and alternative communication) systems. Carson Chodos, a public school teacher (a cisgender lesbian), reflects on (mis)applications of limited functional communication systems on her students. Directly participating in the positioning of students as both innocent victims and responsible neoliberal subjects for the tolerant liberal state, she initiated a special project through the Division of Specialized Education and Student Support to create inclusive symbolic vocabulary reflective of the realities of the students with disabilities she worked with. Until 2019 there was an incredible absence of all symbols within the core vocabulary packages that excluded LGBTQ+ identities, families, relationships, or gender expressions.  Since her initial project, there are now a few ad hoc library banks of LGBTQ+ icons across proprietary AAC software programs. This is not a success but, instead, a call for decentralized, evolving vocabulary to reflect the queer relational understandings of disability and participatory languaging.
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