Augmentative Communication and IEPs

Augmentative communication devices are great assistive technology tools to help students with communication related disabilities to become more engaged in communication opportunities. In this post I will be focusing on how to integrate augmentative communication into the student’s IEP. Augmentative communication evaluations should be a component of the program development process. Once determined to be necessary for the students, the components of the system should be outlined within the IEP. The IEP should include the use of the augmentative communication system within the student's educational program. The student’s use of the augmentative communication device should be integrated within and across the school day, including both instructional and non-instructional periods. Augmentative communication devices are a great aid to students for reach their goals and to communicate to others both inside and out of the classroom. Below are some examples of IEP goals that include the use of augmentative communication devices:

• Barbara will participate in social studies class through a specifically designed overlay that is developed for her augmentative communication device for each unit. She is expected to volunteer answers to at least two questions per lesson.
• Michelle will use her augmentative communication device to sustain conversation by asking appropriate questions of others regarding topics initiated by herself or others.
• Jackie will participate in a cross-content unit of study such as a class play about the state of New Jersey by using pre-constructed messages on her augmentative communication device.
• Lori will use her augmentative communication device to comment appropriately or ask for assistance from a peer when engaged in play activities during free time within the classroom or playground.