Inclusive Education challenges us to achieve the presence and participation of all boys and girls in their various contexts of action. In de case of those who utilize Augmentative or Alternative Communication System, the challenge is greater. This research analyzes, based on the report of the main communicative partners, the experience of a student who is a beneficiary of an Augmentative-Alternative Communication System in the school, family and social contexts. It is framed in a qualitative approach, of descriptive design, of de case study type, using the semi-structured interview as a data collection technique, applied to five participants. The results account for various facilitators and hinderers in the different contexts, highlighting modeling as a fundamental strategy to implement the AACS, as well as its need to be known by a person with more experience. The discussion revolves around the conditions to achieve the inclusion of neurodivergent people who require technical aids, as well as the role that various communication partners can or should play, especially in de school context.

Inclusion, Communication, Experience, Challenge, Chile.