This study empirically evaluated a classification schema based on symbolic communication level use with students with significant cognitive disabilities. Ninety-five teachers of students with significant disabilities rated students' level of performance on 10 academic tasks. Cluster analysis suggested a range of two to four clusters solutions. Support was found for three clusters: symbolic (abstract), early symbolic (concrete), and pre-symbolic/awareness. The potential application of the classification system to planning general curriculum access and setting achievement expectations are discussed. (Contains 4 tables and 2 figures.)