Experiences working with nonverbal severely and profoundly retarded and multiply handicapped children are discussed in this paper. Alternative communication systems are reviewed, including use of manual signs, pictures and symbols, photographs, realistic drawings, pictograms, and Bliss Symbols. A model for teaching basic understanding of communication identifies several stages leading to symbolic languages: the resonance phenomenom (gestures based on the child's movements), co-active movement (movements through space leading to imitation), and non-representational reference (teaching the child increasingly more abstract ways of representation). Progressions are noted from the non-representational reference stage to use of a sequence or calendar box to chart the activities of the day. (CL)