Of the 7 million students (about twice Oklahoma’s population) with disabilities in U.S. public schools, approximately 15-20% have neurodivergent traits¹ and more than 8% qualify as English language learners. Given the chronic shortage of special education teachers, meeting the challenge of communication accessibility is paramount ². Students with diverse abilities often have a range of learning styles and needs, requiring multipurpose language accessibility solutions to become full participants in their education. Such accommodations—Augmentative and Alternative Communication (AAC)—can include captioning, multilingual translation, sign language, physical objects, and communication boards ³. Beyond providing students with free and appropriate education, we also need to consider communication access within the extended learning environment and community, which often overlooks the unique needs and challenges of cultural and linguistic minorities. Accommodating linguistic and communication diversity jointly can create an authentically inclusive learning environment.