Abstract
Abstract For students who do not demonstrate reliable verbal speech, utilization of augmentative and alternative communication, both low-tech and high-tech, can be an effective way of engaging meaningfully in the academic and social opportunities of the classroom. This article discusses the benefits of drawing on a variety of communication supports, including typing to communicate, and outlines key principles and practices for the successful inclusion of students who type in academic classes. Key principles include universal design, presuming competence, writing effective IEP goals, and successful classroom strategies.
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