If you're a school or school district, we're here for you. We've built our company by being honest about the challenges we all face. And we know how hard it is to implement AAC into the school day - be it an inclusion classroom, or a special needs curriculum. So we've created all sorts of powerful support materials, some for purchase, and some we give away. For example, when your school gets a Tango, you'll also get the fantastic "10 Tango lessons! for the school" It's a great 10-day program for making sure that a Tango doesn't only get brought into the classroom, but gets used.

We share your urgency, not only in elevating learning, socialization, and literacy for your students, but also in making teaching with AAC easier and more rewarding for teachers. For more information, please call one of our caring sales consultants at 877-254-6511, ext. 4, or e-mail at sales@blink-twice.com.

If you'd like to try the Tango with a student, or see how it would fit into your district evaluation center, before purchasing, just give us a call. Loaner Tangos are in great demand, so our loaners tend to be given out for shorter periods. But we'll work hand in hand with you to make sure you have the most successful experience possible.

Hear what teachers and administrators have to say about the Tango and how it is changing the way they educate students.

"My one student just beamed when she got it. It took her no time at all to figure out how to use it and begin to socially interact with her peers." (Jeannine Zieroth, Schools, SLP)

"After only minimal practice, a young man I work with was able to independently order a Sprite at McDonald's, pay for it, and say, 'Thank you, have a nice day.' " (Peggy Toonen, Schools, SLP)

"The expression on my kids' faces were priceless. Once they began to navigate the phrases and talk topics, they loved it!" (Janice Edmonson, Schools, SLP)

"The Tango was absolutely wonderful for my student, Rachel. She used it effectively, very quickly. I have an anecdote to share that happened today: I arrived to see Rachel, and she asked for her backpack. She then told me she needed her comb. I proceeded to comb out the snarls from her long hair and secured it into a braid. In all of the years I have seen Rachel, she was never able to initiate a topic of conversation on her own. It brought me to tears, to think of the impact of that interaction. I am now hell-bent on getting her a Tango of her own. Dealing with Medicaid is difficult, but we have decided to pursue any alternative we can to secure funding." (Barbara J. Raymonda, Schools, SLP)