This issue of Perspectives on Augmentative and Alternative Communication focuses on supporting students using robust AAC devices who are also in general education classrooms. Witkowski and Baker discuss the relationship between using core vocabulary, curriculum content words, and literacy development. Zangari focuses on the supports needed in the general education classroom for successful inclusion of a student using AAC. This general theme is carried forward by Henneberry, Kelso, and Soto, who address using standards-based instruction for teaching language arts, while Boruta and Bidstrup focus on teaching math and science standards. Kramlich writes from her perspective as a parent of a student using an AAC device, a special educator, and an AAC consultant. Finally, George and Warren provide ideas for using AAC-user, peer-to-peer mentoring as part of the plan to develop supports for students who use robust AAC devices in general education classrooms.

Learning Outcomes
You will be able to:

• discuss the relationship between the use of core vocabulary, curriculum content words, and literacy development
• identify the supports needed in the general education classroom for successful inclusion of a student using AAC
• describe how to integrate standards-based instruction for teaching language arts and math and science
• discuss the perspectives of a parent of a student using an AAC device, a special educator, and an AAC consultant
• identify ideas for using AAC-user, peer-to-peer mentoring as part of the plan to develop supports for students who use robust AAC devices in general education classrooms

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