There are persisting barriers to accessing and participating in Augmentative and Alternative Communication (AAC) systems and services for children across the Black diaspora, with complex communication needs (CCN). Black children disproportionately experience delays in participating in intensive early intervention services (Keller-Bell, 2017; Mandell, 2007). Research has consistently shown that children with CCN benefit from the early diagnosis and provision of early intervention services including speech, language, and AAC services. However, when parent concerns arise, young Black children often do not receive an accurate initial diagnosis, which may further contribute to a developmental language delay. On average, Black children are diagnosed 1.6 years later than their White counterparts (Keller-Bell, 2017). This delay in an initial diagnosis is typically caused by professional biases, lack of consistent access to quality healthcare and early childhood education, distrust in the medical and educational systems, and lack of awareness of available therapies and resources (Hyter & Salas-Provance, 2019). This too causes a delay in service provision in an already inequitable system. According to Pope et al. (2022), Black children receive less intervention in the area of AAC in comparison to their White peers, which persists over time. Once services are offered, culturally responsive AAC assessments and family-centered interventions are not always utilized and prioritized. Considerations for clinicians include conducting the assessment utilizing a family-centered paradigm to understand the impact that a family member having access to and using an AAC system has on the family. Black children face racial inequities, disparities, and persistent barriers to AAC services and systems which may be present at the individual, institutional, or structural level and may lead to discrimination, impacting service provision (Davis, 2005). According to Pope & Light (2022), research continues to show that access to AAC-based intervention and instruction in preschool and early elementary school is crucial when supporting children’s participation in school, communication, social development, and overall outcomes throughout their lives (Drager et al., 2010). This course will educate and empower clinicians to identify the persistent barriers to AAC services, systems, and support to Black children and provide actionable steps to overcome these disproportionate and persisting hurdles that these young, Black AAC users and their families face. We will discuss the importance of early identification and implementation of AAC in this community. Additionally, this course will also focus on AAC considerations when working with members of the Black community. Lastly, we will discuss solutions for providing appropriate assessments, services, and tools for Black, pediatric AAC users and their families and communities.