Augmentative Communication Integrated Into the IEP

There are more and more students using augmentative communication each day. Here is how this device is integrated into the IEP.  

• The students use of the system must be integrated within and across the school day, including both instructional and non instructional periods.
• The IEP team must collaborate to ensure that the plan is aligned to all of the student's instructional program components and expected outcomes
• The IEP must include clear statements stating the student's communication needs across the environments and an explanation how the features will be sued by the student

Goal Development

• The augmentative device is a means to accomplishing a goal. It is not a goal in itself. 
• Consider these three goal areas:
• communication
• instruction/academic
• social interaction

Additional Components to be Added

• a list of the augmentative communication services to be provided by related service personnel
• identification of the party responsible for device maintenance and operations

References

Dell, A., Newton, D. and Petroff, J. (2012). Assistive technology in the classroom. Boston: Pearson.