Students with cerebral palsy face a variety of learning challenges due to the physical and communication difficulties resulting from their impairment. Meeting the learning and communication needs of a student with cerebral palsy requires the teacher to implement a variety of strategies to ensure inclusion. The strategies most relevant to their learning and communication needs involve adjustments to the classroom environment, curriculum, and pedagogy. Because communication is critical to their ability to learn and interact in the classroom, strategies to overcome communication difficulties and maximize classroom participation are essential. Communication is essential for all people as it allows us to learn and demonstrate knowledge, have control over our environment, share our feelings and explain our needs. In the school environment, communication is fundamental to the academic, social and emotional development of students and occurs through interactions and communication with teachers and peers (Cerebral Palsy Alliance, 2011; Hyde, Carpenter & Conway, 2010). In the classroom, students are expected to communicate in a variety of ways, including writing, drawing, speaking, and listening. Students with disabilities that result in communication challenges often do not have full access to or control of the means to communicate in the multiple ways in which they are required to do so (Downing, 2001; Hyde et al., 2010). These students are identified as having complex communication needs (CCN) and have a limited ability to communicate, particularly through speech, and are unable to participate independently in classroom learning activities (Hyde et al., 2010) . Therefore, a student with CCN resulting from cerebral palsy may have difficulty communicating… middle of paper… Novitatech. (2010). PODD communication books. Retrieved from http://www.novita.org.au/Content.aspx?p=683Pennington, L. (2008). Cerebral palsy and communication. Pediatrics and Child Health 18(9), 405-409. Retrieved from http://www.paediatricsandchildhealthjournal.co.uk/article/S1751-7222(08)00130-3/pdfPrice, B.J., Mayfield, P.K., McFadden, A.C., & Marsh, G.E. (2001). Special education for inclusive classrooms: Accommodation strategies. Retrieved from http://www.parrotpublishing.com/Inclusion_Chapter_6.htmSpecial Needs Technology Assessment Resource Support Team (START). (n.d.). Meeting the needs of students with communication difficulties. Retrieved from http://www.nsnet.org/start/communication.pdfUnited Cerebral Palsy. (2011). Assistive technology checklist. Retrieved from http://affnet.ucp.org/ucp_channeldoc.cfm/1/12/69/69-69/1027