In this inclusive upper elementary classroom, students use augmentative and alternative communication (AAC) devices to have a conversation about a book. Peers ask questions about a book one student just read or listened to. The student uses a single message voice output device to start the conversation and then transitions to a more comprehensive communication system. The peers ask yes/no questions and model on the comprehensive communication system to support the interaction. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction.