In part one of our series on thoughtful classroom design, we heard an educator’s perspective on basic design principles to benefit all learners. For part two, we spoke with an occupational therapist, and now in Part 3 we connect with speech-language pathologist Crystal Martinez on how we can be designing for every voice.
When we talk about designing classrooms that foster communication, most of us picture dialogue, discussion, and debate. But for many students, communication looks and sounds very different — and the spaces we design can either amplify or silence those voices.
That’s the daily focus of Crystal Martinez, a speech-language pathologist with Fresno County Superintendent of Schools, who has spent more than a decade supporting students with moderate to severe disabilities. Martinez specializes in augmentative and alternative communication (AAC) — the use of tools and technology that help nonverbal students express themselves.
Her insights remind us that communication design is just as critical as furniture, lighting, and acoustics when creating inclusive learning environments. Here are a few ways that she believes design can send the all-important message of: Your voice belongs here.
Every Surface Can Speak
One of the simplest but most effective tools Martinez uses isn’t digital at all: a single-button, wall-mounted voice output device. When pressed, it plays a pre-recorded message such as “Hello” or “Goodbye.” These devices are strategically installed along hallways or near restrooms, each paired with an image or symbol.
“At first, I wasn’t a fan — they felt so limited,” Martinez admits. “But when we started mounting them low on walls so wheelchair users could reach them, I saw how powerful they became. Eventually, students began pressing them independently. What started as a staff-modeled behavior became their own form of communication.”
These “community buttons,” as she calls them, illustrate how designing for accessibility doesn’t have to be complex — but it does require intentionality. Placement, visibility, and physical reach all influence whether a communication tool becomes part of a student’s routine.
For Martinez, the key isn’t the device itself — it’s access. AAC systems range from laminated communication boards to iPads running apps like Proloquo2Go, but each needs to be close at hand to be meaningful.
“The goal is for students to have their device with them all the time,” she explains. “But that’s tricky when you have a classroom full of different behaviors, limited space, or safety concerns.”
Her solution? Improvised, flexible storage. Martinez has attached communication boards to desks using adhesive hooks and zip ties. She imagines classroom furniture with built-in cubbies or side compartments where devices can stay protected but reachable.
Even the simplest design tweaks — like surface clips or inset holders for laminated cards — can make the difference between a communication aid that’s used daily and one that sits on a shelf.
Not all students interact with their environment in the same way. Martinez works closely with specialists to adapt classroom setups for students using eye-gaze communication systems or those who require wheelchairs or specialized seating.
“In one case, I found a slim, adjustable-height table on wheels that we could move around the classroom,” she recalls. “It gave the student flexibility to communicate no matter how their posture changed during the day.”
Lighting and sensory sensitivity also play major roles. Some of Martinez’s students find bright fluorescent lighting overwhelming, especially when positioned beneath ceiling fixtures. “We cover the lights with green mesh to create a calming effect,” she says. “It’s a small change that makes the space more comfortable and focused.”
For designers, these examples underscore the importance of adjustability and sensory awareness — features that benefit not just students with special needs but all learners who thrive in calm, responsive environments.
A Vision for Truly Communicative Classrooms
If she could design the ideal classroom, Martinez says she’d start with adaptive seating, swivel tables, and touch-interactive screens that accommodate students of all abilities. But her dream goes beyond furniture.
“I’d love every classroom to have a communication board — just like the ones we’ve created for cafeterias,” she says. “It would be built into the space so anyone could model communication, not just speech therapists.”
In her vision, communication tools are as integral to the learning environment as whiteboards or charging stations. Teachers, aides, and even custodians all become part of a school-wide network that models inclusive interaction, establishing a culture where every student’s voice is recognized, no matter how it’s expressed.
Read the rest of the entries in this series, “Classroom Design for All Learners,” and look out for the fourth and final installment: