In special education contexts, communication is often operationally defined purely as a vehicle for students to express a "correct response," a standard that fails to meet even the minimal definition of communication as a means to express wants and needs. Within these interactions, the teacher constructs both the prompt and the response in advance, effectively acting as a gatekeeper who controls both sides of the exchange. Because the interaction is exclusively determined by the teacher alone, the result is an overly constrained dynamic that is unrecognizable as a genuine communicative event.