In today’s day and age there is a rise of students with developmental difficulties that are included in the standard educational system and also have communicational difficulties with the environment. In order to provide them with higher quality of education and alleviate the educational process, assisted communication might play a key role. Assisted communication includes different methods and strategies which are used to alleviate communication and provide assistance to persons with communicational difficulties. Depending on the type of difficulty, non-technological and low technological resources of assisted communication can be applied, or even high technological resources that require the use of complex electronic and computational equipment. It is important to emphasise that assisted communication is in fact an individualised approach which means that the type of assisted communication is chosen and adapted according to individual needs and functioning of the individual. Class teachers play a key role in recognising and selecting the appropriate type of assisted communication in the context of education and care. The purpose of this research was to get an insight in class teachers’ attitudes and knowledge about assisted and alternative communication as well as its implementation in the teaching process. Feedback gathered through the online survey showed that class teachers have positive opinions about assisted communication but insufficient amount of knowledge and experience of application. Considering the rising need for assisted communication in the educational process, along with the achieved conditions for the use of assisted communication in elementary schools, educating and professional training of class teachers is also important in order to cooperate with parents and the school’s expert staff to ensure optimal conditions in the teaching process for students with difficulties.