Children with multiple disabilities are presented with a combination of difficulties in forms of neuromuscular dysfunctions, cognitive impairments, physical and sensory difficulties. These additional difficulties limit their learning abilities and prevent the child from performing different everyday tasks. Language comprehension and production are often limited thus reducing the ability of the individual to communicate, gain knowledge, skills and abilities in different environments. The task of speech and language specialists is to create individual AAC interventions using different AAC systems depending on needs and abilities of the user. The aim of this study is to present the results of a year long speech therapy intervention in forms of AAC implementation in a boy with multiple disabilities. The boy does not have expressive language communication developed and has additional intellectual and motor disabilities. The AAC intervention was based on developing communication skills within high-tech AAC systems – single switch and ICT-AAC application on tablet device, and low-tech AAC system – visual schedule. The primary therapy goals were for the boy to develop communicative interactions through different communicative means and higher number of communicative functions using high-tech AAC systems, also language comprehension and play prompting. The aim was to adopt cause-effect understanding through object and action demanding activities. After a year long intervention the boy showed progress in having higher number of communicative interactions, vocalizations and independent responses using high-tech AAC systems. The contribution of this study is in showing the implementation of AAC intervention in forms of high- and low-tech devices in individuals with multiple disabilities and significant communication difficulties. The paper also provides the overview of existing literature discussing multiple disabilities, especially the ones with additional motor difficulties, the characteristics of beginner communicators, AAC intervention design, selection and use of AAC systems and the importance of parent and family integration in the intervention process.