Integrating Augmentative Communication into the IEP

In my previous blog,  I discussed the use of augmentative communication devices and how to use it for students to become more engaged in communication opportunities. In this post I will be talking about how to integrate augmentative communication into the 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. It's important that the student's use of the system is integrated within and across the school day, including both instructional and noninstructional periods. Augmentative communication devices help students to reach their goals and to communicate to others both inside and beyond the classroom!

Listed below are some examples of IEP goals that include the use of augmentative communication devices:

• Parker will use his augmentative communication device to make a brief presentation to the class about the history of the global race to space.
• 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.
• David will use his augmentative communication device to engage in three to four conversational turn takings with other students in four out of five opportunities to do so.
• 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.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed., pp. 3-22). Upper Saddle River: Pearson.