Augmentative Communication Incorporated into IEP

As everyone is well aware by reading my blogs over the past few months alone, IEP's are crucial to students with disabilities education. We will now switch our focus over to talking about Augmentative Communication and the role in plays into an  IEP. 

Once it has been determined that a student would greatly benefit from the use of the device, the components of the system should be outlined in the IEP. It also should include the use of the augmentative device into the IEP. This means, how the device will be used to facilitate instruction and learning for the student should be included and outlined in the IEP itself. The students goals and objectives should assume that his or her participation and evaluation will be achieved through the use of the augmentative communication system. 

When constructing an IEP for a student who uses augmentative communication, it is important that the student's use of the system is integrated within and across the school day, including both instructional and non instructional periods. The IEP must include clear statements reflecting the student's communication needs across the environments and descriptions of how the specific features of the system will be used by the student. 

When developing IEP goals, it is important for the team to remember that the augmentative communication device is not an IEP goal in itself but rather a means to accomplishing a goal. 

3 Goals to consider: Communication, Instruction/Academic, & Social Interactions.

Two additional components to consider:

• list of the augmentative communication services to be provided by related service personnel (speech/language pathologist, occupational therapist)
• identification of the party responsible for device maintenance and operations(general up keep)

Resources:

Dell, A., Newton, D., & Petroff, J. (2012).Assistive Technology in the Classroom:Enhancing the School Experiences of Students with DIsabiltiies. New Jersey: Pearson. (Original work published 2008)