When we think about making a classroom inclusive, we often focus on physical access or academic supports. But one of the most powerful ways to create a truly inclusive classroom is to make sure every student has a way to participate, respond, and be heard. That includes students who use speech-generating devices or other tools to communicate.

In this post, we’re focusing on how to give every student the chance to respond during lessons and activities—and how to do it in a way that’s practical, affordable, and inclusive for all.

Group instruction is often the most challenging time to ensure meaningful participation. In these situations, a student is typically engaging on academic topics which are often not available on their communication device. At times the teacher questions are unscripted and unpredictable. Discussions can take an unexpected turn and having a simple board with all the possible answers isn’t possible. So what can we do to ensure our student using AAC is actively included with their peers?

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🧠 What Are Opportunities to Respond (OTRs)?

“Opportunities to Respond,” or OTRs, simply means giving students frequent chances to answer a question, share an idea, or show what they know. It might look like:

• Giving a thumbs up or down

• Choosing A, B, C, or D

• Saying “yes” or “no”

• Holding up a response card

• Using a speech-generating device to respond

For students who use Augmentative and Alternative Communication (AAC)—like iPad-based apps or simple switches—responding can take more time or planning. That’s why it’s so important to use universal classroom strategies that allow everyone to participate together.

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🔁 Using UDL Strategies to Boost Participation

Universal Design for Learning (UDL) is an approach to teaching that plans for variability from the start. Instead of creating one way to teach and then making exceptions, UDL encourages us to build in options from the beginning so that all learners are included.

Here’s how we can use UDL to make opportunities to respond accessible to all students:

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💬 1. Plan and Practice Responses Together

Students using AAC often need help preparing their responses in advance. This doesn’t mean the adult does it for them—instead, it’s a team effort. A speech-language pathologist (SLP), paraprofessional, or special education teacher might help the student:

• Talk through possible answers using gestures, pictures, or their device

• Program response choices ahead of time (like yes/no or multiple choice)

• Practice responding in ways that feel natural and empowering

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👍 2. Use the Same Response Formats for Everyone

When all students respond the same way—whether with a device, a gesture, or a visual—it creates an inclusive classroom culture. Some easy formats include:

• Yes / No

• A, B, C, or D

• Thumbs up / Thumbs down

• “I agree” / “I don’t agree”

• “Good” / “Not good”

Students using AAC can have a special response page on their device with all of these options in one place. Everyone else can use hand signals, whiteboards, or verbal answers. The key is: everyone participates in the same way.

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📱 3. Make Yes/No Responses Clear and Consistent

Yes/No questions come up all the time in class. To make sure students who use AAC aren’t left out of quick or unexpected questions, help them build a clear and consistent way to say “yes” and “no.”

This might include:

• A dedicated yes/no page on their device

• Two large buttons or symbols they can point to

• A gesture (like head nod or shake) that all staff and peers recognize

Once everyone in the room understands the student’s yes/no signals, they’ll be ready to respond anytime—not just when it’s planned.

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🔘 4. Use Inexpensive Recordable Buttons for Instant Responses

One of the easiest and most fun ways to boost participation is using recordable single-message buttons. These are inexpensive tools (often under $25 for a 4-pack online) that let you record a short message with your voice—like “yes,” “no,” “I think so,” or even a sound effect.

These buttons can be:

• Programmed with student responses ahead of time

• Used during reading groups, games, morning meetings, or science experiments

• Passed around so everyone uses them—not just the AAC user

Having multiple buttons in the classroom means students can participate in more ways, more often—with very little prep time.

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📺 5. Let Students’ Voices Be Heard (Literally)

Some students using AAC can send their messages to a classroom smartboard or speaker using Bluetooth or screen sharing. This allows their responses to be seen or heard just like their classmates’.

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🌟 Inclusion Means Planning for Everyone

When we create routines that give all students a way to answer questions, share ideas, and engage with their peers, we do more than improve academic outcomes—we build confidence, community, and connection.

By using universal response formats, supporting communication preparation, and integrating simple tools like recordable buttons, we create classrooms where everyone has a voice—and every voice is heard.

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