Enhancing Communication: The Positive Impact of AAC Devices for Nonverbal Neurodivergent Students in Elementary Education explores the critical intersection of assistive technology and special education. Through qualitative research methods, this study examines how Augmentative and Alternative Communication (AAC) devices transform the educational experience for nonverbal neurodivergent elementary students. The research particularly focuses on the gap between device implementation and proper training while highlighting the overall positive outcomes observed in school settings (ASHA, 2022; Iacono et al., 2019) 

Initial findings reveal that despite limited training resources, students demonstrate remarkable adaptability and creativity in utilizing their AAC devices for classroom communication (Medina, 2019) . Through systematic observations and data collection, clear patterns have emerged, showing improved classroom participation and peer interactions among device users (ASHA, 2022; Iacono et al., 2019).  The research also identifies critical points where additional support and training could maximize device effectiveness. These insights are being documented through detailed field notes and thematic charts, creating a comprehensive picture of both successes and areas needing enhancement in AAC implementation. This study aims to contribute meaningful recommendations for improving AAC device training and support systems, ultimately working toward better educational outcomes for nonverbal neurodivergent students in elementary settings (ASHA, 2022; Medina, 2019) .