This paper addresses the involvement of students with severe communication disorders in school curricula. First, current best practices regarding eligibility for augmentative and alternative communication (AAC) services are addressed. This is followed by a discussion of whether students who use AAC systems should be educated in regular or special classrooms and the types of curricula that should be used with them. Finally, delivery issues and strategies for enhancing student involvement in regular curricula are detailed. Eight major recommendations are made which address the following areas: (1) eligibility of all students with severe communication disorders for AAC intervention; (2) full integration in the regular classroom as a constant goal; (3) use of the regular education curriculum for goal setting and longitudinal planning; (4) individualization of communication goals based on functional assessment; (5) systematic efforts to increase opportunities for the child to interact with nondisabled people; (6) provision of communication instruction by a variety of personnel in classroom and community settings; (7) determination of communication goals by consensus of parents, student, and professionals; and (8) development of innovative and individualized interventions when students fail to participate in and benefit from the regular curriculum. (Includes lists of 36 references and 56 additional resources.) (Author/DB)