4. Augmentative communication integration into the IEP
- Augmentative communication evaluations should be a component of the development process and carefully considered for a student who is nonspeaking.
- The augmentative system components should be listed in the IEP along with how the system will be used.
- It is important that when a augmentative communication system is in the IEP that it is integrated across the school day which includes instructional and non instructional periods.
- The IEP must state clear statements that reflect the students communication needs in all environments and how the features of the system will be used by the student.
- When developing goals there are three areas to consider for augmentative communication users, these are:
- ex: The student will independently navigate the augmentative communication device without assistance or prompts.
- ex: Parker will use his augmentative communication device to make a brief presentation to the class about the history of the global race to space.
- social interaction
- ex: 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.
- Some additional components that need to be included in the IEP are:
- List of augmentative communication services that need to be provided by related personnel (SLP, OT)
- Identification of the party responsible for maintenance and operations.
Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.