Augmentative communication integration into the IEP

The post below contains information found in Chapter 12 of the textbook (found in the references section below) the post reviews how to integrate an augmentative communication system into a students IEP.




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:
• communication
• ex: The student will independently navigate the augmentative communication device without assistance or prompts.
• instruction/academic
• 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.  

References:

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