AAC Device Funding Assistance: A Family’s Guide
Finding financial support for an AAC system can involve several conversations and a stack of forms. The process may feel especially uncertain when each funding source asks for different information. AAC device funding assistance could be available through a public school, private insurance, Medicaid, vocational rehabilitation, a grant, or a state assistive technology program. None of these routes guarantees coverage, but understanding the requirements can help families make a plan. Start by asking what the program covers and whether it requires an evaluation, prior authorization, or a specific provider. This guide covers common options, documents that may support a request, and ways to follow up if funding is delayed.
Key Takeaways
- Start with the person’s communication goals
: Match AAC options, vocabulary, access methods, and accessories to their preferences and everyday routines.
- Check funding requirements before applying or buying
: Ask schools, insurers, Medicaid, and grant programs about eligibility, paperwork, prior approval, and covered costs.
- Keep records and plan for consistent support
: Save evaluations, applications, estimates, and decisions; track follow-ups and arrange training so communication partners can support AAC use across settings.
What Is AAC, and Why Might Someone Need a Device?
Augmentative and alternative communication, or AAC, includes tools and strategies that help people communicate when speech does not meet all their needs. A person might use AAC all the time, in certain situations, or alongside speech and other ways of communicating. The best fit depends on the person’s goals, preferences, and daily routines.
AAC includes communication boards, apps, and speech-generating devices
AAC includes unaided methods, such as gestures, facial expressions, and sign language, as well as aided tools like picture boards, communication books, apps, and speech-generating devices. Some digital systems let users select symbols or words that are spoken aloud. Others offer text-to-speech or customizable vocabulary.
A speech-generating device is one AAC option, not a requirement. Someone may use different methods in different settings or combine them throughout the day. The American Speech-Language-Hearing Association’s AAC overview describes the range of communication supports. Forbes AAC offers ProSlate speech-generating devices that families and professionals can consider as part of an individualized plan.
AAC can support communication, learning, relationships, independence, and daily care
AAC can help a person share ideas, ask questions, make choices, and join conversations. It may also provide a way to communicate about pain or illness, request help, participate in school or community activities, and connect with family and friends. Useful vocabulary can support both everyday needs and more personal conversations.
AAC is not limited to requesting items or assistance. People can use it to tell stories, share opinions, learn new concepts, and build relationships. The Autism Community in Action’s guide to AAC funding describes ways AAC may support communication in daily life. An evaluation can help identify meaningful goals for the individual.
AAC does not prevent speech development or require someone to try speech first
Some families worry that AAC could discourage spoken language. Using AAC does not mean a person must stop speaking. People may use it alongside speech, gestures, or other communication methods, and the mix can change over time.
There is no need to wait until someone has exhausted speech-focused approaches before exploring AAC. The priority is providing a reliable way to communicate now, while supporting the person’s abilities and goals. ASHA’s AAC guidance addresses common questions about AAC and speech development. A speech-language pathologist or AAC team can help families consider options without making speech a prerequisite.
Match the system, access method, accessories, and vocabulary to the person
Choosing AAC starts with the person, not the device. An evaluation may consider language, vision, hearing, movement, positioning, and where the system will be used. The person’s preferences and interests matter, too. When possible, include them in trying out options and deciding what feels comfortable.
Access can involve direct touch, switches, eye gaze, or another method. Accessories such as a keyguard or mount may make a system easier to use. Vocabulary should reflect daily routines, relationships, interests, and learning, with room to grow. Families can explore Forbes AAC’s devices with the user’s support team, or contact a Forbes AAC specialist to discuss product features.
Where Can Families Find AAC Device Funding?
There isn’t one funding route that works for every person or every AAC system. Families may be able to seek support through a public school, private insurance, Medicaid, a state program, vocational rehabilitation, or a grant. The best place to start depends on who needs AAC, where they will use it, and what communication support they need.
Funding sources also serve different purposes. A school may consider AAC for a student’s access to learning and participation, while an insurer may review whether a speech-generating device meets its coverage criteria. A grant may help with costs a family cannot cover through another source. Some programs can also offer device demonstrations or loans, which let the person try options before a family applies for funding.
Before beginning an application, ask the relevant program what it covers and what documentation it requires. A speech-language pathologist or AAC specialist can help describe the person’s communication needs and identify device features to consider. Families can also contact a Forbes AAC representative to discuss product options and questions to raise with potential funders. Funding is not guaranteed, but understanding the available routes can help you plan your next steps.
Public schools may fund AAC for educational access and participation
Public schools may provide AAC when a student needs communication support to access instruction or participate in school activities. The school team can consider AAC as part of the student’s educational supports, including through an Individualized Education Program (IEP). A school-funded device may be intended for educational use, so ask the team whether the student can also use it at home or in the community.
Start by requesting an AAC evaluation or meeting with your child’s teacher, speech-language pathologist, or special education coordinator. Share specific examples of communication needs, such as answering questions, making choices, or joining group activities. The Autism Community in Action describes public schools and other possible AAC funding sources, which can help families prepare for those conversations.
Private insurance and Medicaid may cover eligible speech-generating devices
Private insurance and Medicaid may cover a speech-generating device when it meets the plan’s requirements. Coverage can depend on the person’s needs, the device’s features, provider qualifications, and documentation of medical necessity. Plans may also require prior authorization, use of an approved supplier, or a specific evaluation. Coverage for software, accessories, training, and repairs may differ from coverage for the device itself.
Contact the plan before choosing a system. Ask for its current AAC criteria, required forms, and any provider or network rules. Confirm which costs may be covered and whether you need a prescription or letter of medical necessity. The AAC Funding resource provides an overview of possible funding sources. A speech-language pathologist or AAC specialist can help you understand what documentation to gather.
Medicaid waivers and state programs may offer additional support
Some states offer Medicaid waivers or other programs that may help with assistive technology, including AAC. Eligibility, covered costs, and application steps vary by state and program. Some programs may have waiting lists or require a separate assessment, so contact your state Medicaid office or disability services agency to ask about current options.
State assistive technology programs may also offer device demonstrations, short-term loans, or information about local services. Ask whether a program can help with a device, communication software, accessories, or repairs, and whether it coordinates with insurance or school services. The Autism Community in Action shares information about state-based AAC funding options. Keep a list of contacts, eligibility requirements, and application dates as you explore what may be available.
Vocational rehabilitation may fund communication supports for employment
State vocational rehabilitation (VR) agencies may help fund communication supports related to a person’s employment goals. Depending on the person’s eligibility and plan, that support may include AAC needed for job training, career planning, workplace communication, or independent living connected to employment.
Contact your state VR agency and ask about its application process and how it considers assistive technology. The agency may request an evaluation, documentation of work-related communication needs, or a trial of suitable options. A speech-language pathologist or assistive technology specialist can describe how a communication system may support participation in training or at work. Undivided’s AAC guide identifies vocational rehabilitation as one potential source of support.
Grants, nonprofits, assistive technology programs, and lending libraries may help
Grants from disability-focused organizations, foundations, and community groups may help families pay for AAC-related costs. Organizations to research include CASANA’s iPads for Apraxia, Small Steps in Speech, First Hand Foundation, Danny’s Wish, and UnitedHealthcare Children’s Foundation. Availability and requirements can change, so check each organization’s current guidelines, deadlines, and eligibility rules before applying.
State assistive technology programs and lending libraries may offer another way to explore options. Borrowing or trialing equipment can help a person and their support team compare features and access methods. The PrAACtical AAC grant resource lists several programs families can investigate. Ask each organization whether it can support a device, software, accessories, repairs, or training.
Coverage and eligibility vary, and funding is never guaranteed
Each funding source sets its own rules. An AAC system that qualifies for consideration through one plan or program may not meet another’s criteria. The funder may request more documentation, a particular evaluation, or clearer information about how the device supports communication. A denial or delay does not always mean the application is complete or that no other funding route is available.
Before applying, ask for the current requirements and keep copies of forms and supporting records. Track submission dates, calls, contact names, requests for information, and decisions. The American Speech-Language-Hearing Association’s AAC guidance explains that funding coverage can vary across plans and providers. A speech-language pathologist, AAC specialist, or funding representative can help you understand next steps and prepare questions.
How Can Families Apply Through Schools, Insurance, or Medicaid?
The right application process depends on who may fund the AAC system and why it is needed. A school may consider AAC to support a student’s access to education and participation in school activities. Insurance or Medicaid may review a request under their own coverage rules. Start by asking the school team, health plan, or Medicaid caseworker who handles AAC requests and what steps to follow. Requirements vary, so avoid purchasing equipment before confirming whether prior approval is needed.
Build the request around the person’s communication needs, not only a preferred device or app. Describe where communication is difficult, what the person needs to express, and how AAC could support participation at home, school, work, or in the community. Ask which evaluations, forms, and supporting records are required, and request written instructions when possible. The Autism Community in Action funding guide offers additional suggestions for working with schools and insurance. Keep copies of everything you submit and note deadlines, follow-up dates, and decisions.
Request an AAC evaluation from the school team or a qualified professional
If a student needs AAC at school, send the school team a written request for an assistive technology evaluation. Ask for an evaluator with experience in AAC and the student’s potential access methods. If an iPad or another specific type of system is being considered, ask whether the evaluator can assess that option during the evaluation.
The evaluation should look at how the student communicates now, where communication barriers arise, and what supports may help throughout the school day. Families may also consult a qualified professional outside school, such as a speech-language pathologist with AAC experience. The IDEA regulations on assistive technology explain that schools must make assistive technology devices and services available when required for a student’s special education or related services.
Connect school requests to the student’s communication and participation needs
Give the school team clear examples of what the student needs to communicate and when. Describe situations such as answering during lessons, joining conversations, making choices, moving between activities, or asking for help. Specific examples help the team understand how communication affects the student’s participation and what support may be useful.
If the evaluation recommends AAC, ask how the device, apps, and related services will be included in the student’s IEP. The plan may address staff and family training, access to the system throughout the school day, and support in settings where school staff work with the student. The Autism Community in Action guide recommends detailing practical supports such as training and use across school activities. Ask who will help the student use and maintain the system.
Check coverage rules, provider requirements, networks, and prior authorization
Before submitting an insurance or Medicaid request, contact the plan and ask how it handles AAC equipment. Find out whether the device may be considered durable medical equipment, which professionals must complete the evaluation, and whether the evaluator or supplier needs to be in network. Also ask whether the plan requires a referral, specific forms, or prior authorization before you order anything.
Request the plan’s coverage criteria and submission instructions in writing, if available. During phone calls, record the date, representative’s name, and any reference number. Requirements differ among plans, so confirm details with the organization reviewing the request rather than relying on another family’s experience. The Autism Community in Action funding guide notes that insurers may use plan-specific forms and processes. If the person has Medicaid, contact the caseworker or state Medicaid office to ask about application steps and provider requirements.
Ask whether you need a prescription or letter of medical necessity
Ask the insurer or Medicaid caseworker whether the application requires a prescription, a letter of medical necessity, or both. Confirm who must provide each document, whether the plan has a required form, and what information it expects. The plan may also require recent clinical records or an evaluation completed by a provider who meets its criteria.
A supporting letter should connect the person’s communication needs to the requested equipment and features. Ask the provider to explain why AAC is appropriate, how the system may be used in daily life, and why the requested option fits the person’s needs. For Medicaid, check whether the documents must come from enrolled providers. The Autism Community in Action guide advises families to ask their caseworker whether letters from Medicaid-provider speech and primary care professionals are needed.
Trial suitable options and document how they support communication
When possible, arrange trials of suitable AAC options before making a request. An evaluation can help compare speech-generating devices, apps, language systems, access methods, and accessories. Consider how the person communicates in different settings, what they can operate comfortably, and whether the system includes vocabulary they need for daily life.
During each trial, record what the person can do, what support they need, and which features work well. Include observations from the person, family, school staff, and clinicians. Note whether they can access the system reliably and use it to communicate messages that matter to them. Ask the evaluator to include recommended apps and features in the final report. Families can also contact a Forbes AAC specialist to discuss product options and receive guidance on suitable systems.
Track forms, contacts, deadlines, information requests, and decisions
Keep application materials together in a digital or paper folder. Save evaluation reports, prescriptions, forms, estimates, emails, and decision letters. Use a checklist or calendar to track when you submitted each item, when to follow up, and any response or appeal deadlines. If a school, insurer, or Medicaid office requests more information, record exactly what is needed and when it is due.
After a phone call, note the date, the representative’s name, the advice they gave, and any reference number. Ask where additional documents should be sent and how to confirm they arrived. When a decision comes in, keep the full notice and review its explanation. These records make it easier to follow up, respond to questions, and understand what the organization needs if the request is delayed or denied.
What Documentation Can Strengthen an AAC Funding Request?
Funding requirements vary by insurer, Medicaid program, school district, grant, and state. Before you gather documents, ask the funding source for its current checklist, required forms, and submission deadlines. Find out whether it requires an evaluation, prescription, prior authorization, or specific cost estimate. A clear list helps you focus on what reviewers need and avoid missing a required form.
A strong request connects the person’s communication needs to the AAC solution being recommended. Describe the person’s goals, the settings where communication barriers arise, and how the proposed system and supports could help. Include the person’s preferences and input wherever possible. Keep copies of everything you submit, along with a record of submission dates, contacts, follow-up requests, and decisions. The ASHA AAC Practice Portal offers an overview of AAC assessment and the factors teams may consider. Not every funder asks for every document below, so confirm requirements before submitting your request.
AAC evaluation from a speech-language pathologist or qualified AAC team
An AAC evaluation can describe the person’s communication strengths, current barriers, goals, and support needs. It should include the person’s input and consider how they communicate now, including through gestures, vocalizations, writing, or an existing communication system. Ask the evaluator to explain why the recommended AAC approach fits the person, rather than listing a device without describing the reasoning.
The evaluation may also address vocabulary, access methods, positioning, and support from communication partners. Specific observations can help reviewers understand how the recommendation reflects the person’s needs. For a school-based request, the U.S. Department of Education’s overview of assistive technology under IDEA may help families prepare to discuss assistive technology with the school team.
Relevant medical records, diagnosis, prescription, and medical-necessity letter, if required
For an insurance or Medicaid request, check whether the funding source requires medical records, a diagnosis, a prescription, or a letter of medical necessity. Requirements vary, so ask what applies before arranging appointments or sending paperwork. If a letter is needed, ask the relevant clinician to describe how communication needs affect daily activities and why the recommended equipment is appropriate.
Include records that support the request, and follow instructions for dates, signatures, and submission methods. A diagnosis alone may not explain why a particular AAC solution is appropriate. The documents should connect the person’s communication needs to the equipment and services requested. The Autism Community in Action’s funding guide outlines common funding steps and paperwork families may want to review.
Description of communication abilities, barriers, and needs across settings
Describe how the person communicates at home, school, work, appointments, and in the community. Explain what they can communicate independently, what takes extra effort, and where communication breaks down. Concrete examples help reviewers see how communication needs affect everyday life: asking for help, sharing pain or discomfort, making choices, joining a lesson, or connecting with friends.
When possible, include observations from people who know the person in different settings. Their perspectives may show how communication changes with noise, fatigue, routines, or communication partners. Keep the focus on the person’s goals and experiences. Explain how the proposed AAC system could help them participate in those situations, and note any supports or adjustments they may need to use it.
Trial notes on device features, language systems, access methods, and preferences
If the person has tried AAC options, record what they used and how they responded. Note relevant features, such as screen size, vocabulary layout, voice, mounting, keyguards, touch access, switches, or eye-gaze access. Include the person’s preferences and describe whether they could find and use messages during everyday activities, not only in a short demonstration.
Trial notes can also point to adjustments the team should consider, such as positioning, vocabulary, or communication partner support. A brief trial is only one source of information, since familiarity and practice can affect performance. The ASHA AAC Practice Portal discusses assessment and feature matching, which can help families and professionals organize observations and questions for the AAC team.
Evidence that AAC supports participation, independence, learning, safety, or care
Use everyday examples to explain why reliable communication matters to the person. A family member, educator, or clinician might describe how AAC could help them participate in class, tell a caregiver what they need, make choices during a routine, or communicate with peers. Include the person’s own views about what they want to say or do, using their preferred way to share them.
Connect each example to the funding request. Explain which communication task is difficult now and how the recommended system may help address it. Letters from teachers, clinicians, or caregivers can add useful context, especially when they describe different settings. Keep claims specific and realistic. The goal is to show the person’s needs, opportunities, and communication goals, not to promise an outcome that any device cannot guarantee.
Itemized estimates for the device, software, accessories, training, and repairs
Ask for an itemized estimate that lists each requested component and its cost. Depending on the recommendation, this may include a speech-generating device, AAC software, mounting equipment, a keyguard, protective accessories, setup, training, or repair coverage. Ask the provider to explain why each item is needed to help the person access and use the system.
Check whether the funding source requires a particular quote format, provider details, or separate estimates for equipment and services. If you request accessories, connect each one to a specific access or use need, such as positioning or accurate touch access. Forbes AAC’s ProSlate product information provides device details that families can review with the AAC team or funding contact when preparing an estimate.
School records, funding forms, supporting letters, and prior coverage decisions
For a school-based request, gather relevant records such as communication goals, evaluation reports, and documents explaining how communication affects access to instruction and participation. Ask the school team which forms and supporting materials it needs, and keep copies of submitted paperwork. School documentation should connect the AAC recommendation to the student’s educational needs.
For insurance, Medicaid, or grant applications, include completed forms and any supporting letters the funder requests. Save prior decision letters and explanations of missing information or coverage criteria. These records can help you respond clearly if the funder asks for clarification or additional evidence. For product questions or help identifying a next contact, you can reach out to a Forbes AAC representative.
What Can Families Do if Funding Is Denied or Delayed?
A denial or delay does not always mean the process is over. Start by finding out why the request was held up or declined, then ask what steps you can take next. Appeal procedures and coverage rules vary by insurer, Medicaid program, school system, and other funding sources, so follow the instructions from the organization reviewing the request. Your speech-language pathologist, AAC team, or assistive technology specialist may be able to help you prepare a response.
Review the decision and identify the reason for denial
Read the decision notice carefully and highlight the reason given. The request may be missing a required form, evaluation, prescription, or other information. Or the reviewer may have decided that the request does not meet a specific coverage criterion. Identifying which issue applies can help you decide whether to provide missing paperwork, clarify the request, or appeal the decision.
If the notice is unclear, contact the organization that made the decision and ask for a plain-language explanation. Request the reason in writing if possible, and keep the response with your records. TACA’s AAC funding guide recommends reviewing the decision to identify any unmet criteria or missing information.
Ask which coverage criteria you missed or what information you need to provide
Contact the insurer, Medicaid office, school district, or other funding organization named in the notice. Ask which requirement was not met, what documents could address it, and whether your plan or program requires specific forms or procedures. For a speech-generating device, you can also ask whether the request falls under durable medical equipment and whether you need a prescription, prior authorization, or an in-network provider.
Write down the date, the name of the person you speak with, and the guidance they provide. Ask where to find the relevant forms and instructions, and confirm any deadlines. Share the information with your AAC team before resubmitting so you can check that the requested materials address the right criteria.
Submit evidence that addresses the specific criteria
Work with the speech-language pathologist or AAC team to gather information that responds directly to the reason for denial. If the reviewer needs more detail about communication needs, an evaluation may describe how the person communicates across settings and where support is needed. If the concern involves a device feature or access method, trial notes can explain how that option supports communication.
Organize the response around the criteria in the notice. Include a brief cover letter that identifies each concern and points to the document that addresses it. Avoid resending the same packet without clarifying what has changed or what information was missing. Undivided’s AAC funding resource advises submitting evidence that responds to the specific reasons for denial.
Follow appeal steps and track deadlines, calls, and correspondence
If you decide to appeal, follow the instructions in the decision notice. Check the deadline, submission method, and whether you need a specific form or supporting documents. If the process is not clear, contact the organization promptly and ask for its appeal instructions. A phone call or a revised application may not count as a formal appeal, so confirm what you need to submit.
Keep a log of calls, emails, letters, and submitted materials. Record dates, names, reference numbers, and any promised follow-up. Save delivery receipts or online confirmation messages when available. These details can help you follow up on the request and provide a clear record if there are questions about when or how you submitted information.
Keep copies of evaluations, applications, decisions, and supporting documents
Create a paper or digital folder for the funding request. Save copies of evaluations, applications, prescriptions, letters of medical necessity, trial notes, estimates, decision notices, and appeal materials. Keep related emails and make a note after each phone call, including the date, who you spoke with, and what they advised.
A complete record makes it easier to respond if the reviewer asks for more information. It also helps your AAC team see what has already been submitted and identify any remaining gaps. Keep the folder somewhere you can access easily, and update it whenever you send or receive documents. TACA’s funding guidance also recommends keeping copies of applications, decisions, and supporting records throughout the process.
Which Grants and Other Assistance Can Families Explore?
Grants and community programs may help pay for AAC devices, communication software, related services, or other assistive technology. They can be one part of a funding plan when school or insurance coverage does not meet the person’s needs. However, programs vary: some focus on a particular diagnosis, age group, or location, while others fund therapy or services rather than devices.
Start by asking the person’s speech-language pathologist, AAC team, or assistive technology specialist about funding options that may fit. A guide to AAC funding sources can help you consider options such as public and private insurance, school districts, state programs, grants, and scholarships. Keep a list of organizations you contact, application requirements, deadlines, and responses.
Before applying, check whether a program is currently accepting applications and whether its funding can support the recommended AAC solution. Ask what expenses it covers, how payment is made, and whether you need to seek funding from another source first. Because eligibility and available funds can change, confirm details directly with each organization. Grants may help close a funding gap, but they are not guaranteed, and they do not replace requests to schools, insurers, or Medicaid.
Check disability-focused foundations and local community organizations
Disability-focused foundations, local nonprofits, community groups, and family-led charities may offer grants or other assistance. Some serve people with a particular diagnosis or age range; others focus on families in a specific city, county, or state. Ask the person’s speech-language pathologist, school team, social worker, or local disability organization about programs in your area. Community foundations and service clubs may also know about smaller grants.
When contacting an organization, describe the person’s communication needs and explain what funding remains unavailable through other sources. Ask whether the program supports AAC devices, therapy, or related costs, and whether applicants must first apply to insurance or a school district. Confirm the organization’s current requirements before preparing an application, since eligibility and funding availability can change.
Research CASANA, Small Steps in Speech, Danny’s Wish, UHCCF, and First Hand Foundation
AAC grant listings have included CASANA’s iPads for Apraxia program, Small Steps in Speech, Danny’s Wish, First Hand Foundation, and UnitedHealthcare Children’s Foundation (UHCCF). Their purposes differ. For example, the programs have been described as supporting iPads for children with apraxia or autism, supplemental therapies, and some assistive technology or related services. The cited resource says UHCCF does not cover electronic devices, so it may not be a fit for device costs.
Use this overview of AAC grant programs as a starting point, not a guarantee that a program is open or will fund a specific request. Contact each organization to confirm its current focus, application status, eligible expenses, and geographic limits.
Verify eligibility, deadlines, geographic limits, and covered expenses
Before gathering records or writing an application, check who can apply and whether the person meets the program’s requirements. Look for age or diagnosis criteria, residency rules, income limits, application windows, and restrictions on previous awards. Ask when decisions are made, whether funds are limited, and whether payment goes to the family, provider, or vendor.
Read the application instructions to see which documents you need. A program may request an AAC evaluation, a professional recommendation, insurance decisions, or an itemized estimate. If anything is unclear, contact the organization and keep a note of the answer, the date, and whom you spoke with. Since application details may change, check current program information directly instead of relying only on older listings.
Ask whether funds cover devices, software, accessories, repairs, or training
A grant may cover only certain parts of an AAC setup. Ask whether funds can pay for a speech-generating device, communication software, a protective case, a keyguard, a mount, repairs, or training. Some programs fund therapy or services but exclude electronic devices. Others may require a quote from an approved vendor or limit which products they support.
An AAC evaluation can explain why a recommended system fits the person’s communication needs, including the language system, access method, and relevant features. It can also identify accessories that support reliable access and daily use. TACA’s AAC funding guidance highlights the importance of documenting recommended apps and individual needs in the evaluation. Ask the provider for an itemized estimate, then compare each cost with the grant’s rules.
Explore state assistive technology programs and equipment lending libraries
State assistive technology programs may offer device demonstrations, equipment loans, financing information, and other resources. Some run lending libraries where a person can borrow equipment for a trial. Trying a device or accessory can help the AAC team assess how it works during everyday routines. Find your state’s program through the AT3 Center directory, then ask about eligibility, loan periods, shipping, and available AAC equipment.
State vocational rehabilitation agencies may also consider assistive technology when it supports employment goals, such as job skills, career planning, or independent living. What an agency can fund depends on its rules and the person’s circumstances. Contact the agency to ask whether AAC equipment or related services may be considered and what documentation it needs.
Treat grants as one possible source, not a guaranteed replacement for school or insurance coverage
A grant may help cover a funding gap, but families should also ask the school district, private insurer, or Medicaid about coverage. Each source has different criteria. A school team can consider whether AAC is needed for educational access and participation, while insurers and Medicaid may have specific coverage rules, provider requirements, and prior authorization steps.
Keep copies of requests, supporting documents, and decisions, including denial letters. They can help clarify what information a funder needs, though grant programs may use different criteria. The American Speech-Language-Hearing Association’s AAC guidance notes that coverage varies among plans and companies. Confirm requirements with each payer and the AAC team before purchasing equipment.
How Can Families Plan for AAC Use After Funding?
Funding marks the start of putting an AAC system to work in daily life. Before the device arrives, make a plan for where it will be used, who will help set it up, and how the people around the user can support communication. A few clear conversations can help the AAC user access their system across settings and routines.
Confirm device ownership and where the user can use it: home, school, work, and community
Ask who owns the device and whether the funding source sets any limits on where it can be used. School-funded equipment may follow school or district policies, while devices funded through insurance or another program may have different terms. Confirm the rules with the relevant provider, and discuss how the user can access communication support throughout the day.
For a student, ask the IEP team to document when and where the device will be available at school, including classes, transitions, lunch, and school activities. The Autism Community in Action’s AAC funding guidance recommends clarifying device use across school settings. Also plan for home, work, appointments, and community activities so the user can communicate with the people they encounter in different parts of life.
Ask about setup, communication partner training, maintenance, and repairs
Find out who will set up and personalize the system. This may involve choosing a language system, arranging vocabulary, selecting an access method, and fitting accessories such as a keyguard or mount. Include the AAC user in these decisions as much as possible, and make time to try the setup in familiar routines.
Ask for practical training for family members, school staff, and other communication partners. They may need support with modeling language on the system, responding to the user’s messages, and keeping the device within reach. The Autism Community in Action emphasizes training for families and school staff. Also confirm whom to contact about updates, troubleshooting, and repairs. If the system needs service, plan how the user can communicate while it is unavailable.
Coordinate with the AAC team to support communication across settings
Stay in touch with the speech-language pathologist, educators, family members, and other professionals involved in the user’s communication. Share what works at home and in the community, and ask what vocabulary or access needs arise at school, work, or other settings. These observations can help the team make thoughtful adjustments while keeping important words and strategies available.
For students, ask the IEP team to consider the assistive technology services needed to select, customize, and adapt the system. The U.S. Department of Education explains that these services may be part of a student’s support under IDEA in its overview of assistive technology devices. Set a regular time to review how the system is working and share updates across the team, especially when the user’s routines, needs, or preferences change.
Contact an assistive technology specialist or Forbes AAC representative for product and funding guidance
An assistive technology specialist or AAC professional can help you consider device features such as portability, access method, durability, vocabulary, and compatibility with daily routines. Bring notes from device trials and a list of the user’s priorities to make the conversation focused. The user’s clinical or school team can help assess communication needs and recommend an appropriate system.
For questions about Forbes AAC products, contact a Forbes AAC representative. They can share product information and help you explore options, while your funding provider or school team can clarify eligibility and coverage requirements. If you are still preparing an application, ask what product details or estimates may be useful. You can also review the ProSlate device series to learn more about available communication devices.
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Frequently Asked Questions
What is AAC, and who might use it? Augmentative and alternative communication (AAC) includes methods and tools that support communication when speech does not meet someone’s needs. A person may use gestures, communication boards, an app, or a speech-generating device, alone or alongside speech. An AAC evaluation can help identify options that fit their preferences, routines, and communication goals.
Can a school help pay for an AAC device? A public school may consider AAC when a student needs it to access instruction or take part in school activities. Families can request an evaluation from the school team and ask how the recommended system and support will be addressed in the student’s IEP. Check whether a school-provided device can also be used outside school.
What paperwork may be needed to request AAC funding? Requirements depend on the funding source. An application may call for an AAC evaluation, medical records, a prescription, a letter of medical necessity, trial notes, or an itemized estimate. Ask the school, insurer, Medicaid office, or grant program for its current checklist before submitting documents.
What can families do if an AAC funding request is denied or delayed? Review the decision notice and ask the funder to explain what is missing or which criteria were not met. Follow the stated appeal or resubmission steps, keep track of deadlines, and work with the AAC team to provide information that addresses the specific concerns. Save copies of all forms, notices, and correspondence.
What should families plan for once an AAC system is funded? Discuss setup, vocabulary, access, training, repairs, and where the person can use the system. Include the AAC user in decisions and coordinate with family members, educators, and clinicians so communication support fits their daily routines. A Forbes AAC representative can answer product questions, while the funding source can clarify coverage and ownership terms.
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