Incorporating augmentative and alternative communication (AAC) systems and microcomputers into whole language learning activities for children with severe physical and speech impairments is discussed. Six typical strategies of whole language programs are reviewed. Ways to provide students with severe disabilities access to these programs are considered, such as aided language stimulation, a total communication environment, and repeated reading opportunities. Specific activities using AAC systems and microcomputers are suggested for students at the preschool, kindergarten, and first grade levels. Titles of instructional materials and software and their publishers are included. A form for identifying books that promote beginning communication and language learning concludes the paper. (Contains 21 references.) (SW)