Integrating Augmentive Communication into the IEP

When it is determined that an augmentive communication system is needed for nonspeaking students, the components of the system should be outlined within the IEP.  A student's academic goals and objectives should assume that the student's participation and evaluation will be achieved through the use of the augmentive comunicaiton system. 

When the team develops IEP goals, it is important to remember that the augmentive comminication device is not an IEP goal in itself but rather a means to accomplishing a goal.

There are three goal areas to consider for augmentive communication users:

1. Communication
2. Instruction/Academic
3. Social Interactions

Two additional components that must be included in an IEP for a student using a augmentive communication are:

1. A list of of the augmentive communication services to be provided by related service personnel(speech/language pathologist and occupational therapist)
2. Identification of rhe party responsible for device maintenance and operations

My next post will discuss the importance of augmentive communication systems at home and in the community.

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008