A general shortage of professionals trained in AAC exists. However, this shortage is most apparent in the provisions of services to persons who are members of ethnic, racial, and linguistic minorities (Technology Act, 1988). Minority children with AAC needs are both under-identified and underserved by professionals who can provide quality services that allow AAC users to communicate cross-culturally, promote cultural identity, or facilitate integration into family and community (Hetzroni & Harris, 1996). Training in cultural diversity issues in AAC may be a marginalized component of AAC courses and curricula. The research literature in the area of cultural diversity and AAC is at best scant; however, this is an area gaining much needed attention.