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Issue 28 | March 2026

Special Education Technology
Center

Inclusive Insights & Access Tips

Excited. Curious. Cautious.
Navigating AI in the World of AAC

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I am equal parts intrigued, excited, and a little bit terrified by the inevitable integration of artificial intelligence into life as we know it.
One minute I’m learning about “vibecoding,” AI tools generating entire websites or apps in minutes, and I feel a wave of concern about how quickly the landscape is shifting. I think about jobs changing, industries evolving, and human creativity being reshaped.
And then I learn about new ways AI may help level the playing field for students with disabilities, especially those with complex communication needs, and I feel something different.

Anticipation. Possibility. Energy.
As I shared in February’s newsletter, the buzz around AI is real… and it’s contagious. But in AAC, imagination must always be grounded in values. I’ve been grateful to hear from device company representatives who are approaching AI thoughtfully: move slowly, align with values, protect authorship, prioritize communicator control. Because in AAC, efficiency can never come at the cost of ownership. (Both Smartbox and PRC-Saltillo have AI ethics position statements available online.)
Still, I want to lean into the excitement for a moment, because there are developments worth paying attention to. Several AAC companies are releasing new versions of their apps with AI-supported features (many leveraging Apple Intelligence and requiring compatible iOS devices). For example:

  • Unity AAC, LAMP Words for Life, and TouchChat with WordPower (PRC-Saltillo) now include communicator-controlled AI tools such as message editing for grammar and spelling, multilingual translation, and image generation for custom vocabulary.

  • Smartbox Grid (v97+) has integrated tools like “Fix” to correct spelling, expand abbreviations, and fill in missing words, along with more natural voice synthesis options.

  • Flexspeak AAC is exploring AI to support communication efficiency through features like phrase prediction, multilingual translation, and tools that help organize or generate vocabulary more quickly during setup.

These tools may increase efficiency, reduce cognitive load, and expand access. That matters.But as I recently learned from Brenda Del Monte in her Five Guiding Principles for AI & AAC, one truth stands out:
AI may influence the ease of communication, but never the ownership of thought.
AI can scaffold. AI can predict. AI can refine.
But AI does not originate intent.
Our role is not to resist innovation, nor to adopt it uncritically, but to hold excitement and discernment at the same time.Because in AAC, voice is more than output.
It is identity. It is authorship. It is agency.
And those will always belong to the communicator.

Belonging Grows Through Being Heard

March invites us into conversation about voice and authorship, which makes this dimension especially timely: belonging grows through being heard. In Wheaton’s framework, being heard means more than having access to communication; it means knowing your thoughts shape what happens next. In inclusive classrooms, this shows up when a student who uses AAC is given time to compose a message, when peers respond to the content rather than the method, and when adults resist the urge to speak for them. As AI enters the AAC landscape, this becomes even more important. Tools may increase efficiency, but belonging is strengthened when students see that their ideas influence the classroom. They learn: my voice matters.

Belonging is not just a belief—it is built through the structures and tools we design into our spaces.

Designing Zoom Meetings Where More Voices Can Be Heard

Belonging grows when people know their contributions matter—and that begins with access to participation. Small hosting choices in Zoom can make a big difference. Try these simple practices to support multiple access needs at once:

  • Turn on live captions and briefly show participants how to enable them.
  • Verbally describe key visuals so participants who are blind, low vision, or multitasking can follow along.
  • Offer multiple ways to participate—chat, reactions, Q&A, or speaking aloud.
  • Share a simple agenda and participation norms at the start of the meeting.
  • Pause after questions to allow time for typing, processing, or AAC use.

These low-lift strategies help create meetings where more people can participate, contribute, and belong.
Download the full “Zoom Accessibility” guide from SETC for additional strategies.

As we strengthen the environment for participation, emerging tools like AI can further reduce barriers—when used in ways that protect authorship and voice.

AI can support communication—but it doesn’t own it.

AI tools like captions, transcription, translation, and summaries can increase access and reduce barriers for many participants, including AAC users and multilingual learners. When used thoughtfully, these tools help clarify and amplify communication.
The principle remains simple:
Technology can support expression, but the communicator remains the source of meaning.

SETC SPOTLIGHT: Adam Benum

My role at SETC is twofold. I help support the Lending Library by shipping assistive technology to educators across Washington so they can try tools with their students. More recently, I’ve also taken on a larger role supporting our webinars. Awjahney and I help behind the scenes by recording sessions, sharing links in the chat, and managing breakout rooms. I’ve also taken over editing the webinar recordings for our YouTube channel, which now makes up a big part of my work. Outside of SETC, I’m in my fourth year pursuing a bachelor’s degree in accounting and plan to graduate in fall 2026. I’ll then begin a nine-month internship with a CPA in Indiana. Working at SETC has been one of the best experiences of my career so far because I get to work with passionate people who truly care about improving students’ lives.