Integrating Augmentative Communication into the IEP

When preparing IEP's for nonspeaking students, augmentative communication evaluations must be considered in the process (Dell, A., Newton, D., & Petroff, J., 2012). When it is determined that augmentative communication devices are necessary for a student, the components of the system must be outlined in the IEP. Additionally, the IEP should include the use of the augmentative communication system for the students' within their educational environment.  When considering students' academic goals and objectives, it should be assumed that the specified augmentative communication devices are used to achieve stated goals. The augmentative communication devices selected can not be considered as an IEP goal but rather as a means to achieve an IEP goal. When planning IEP's for nonspeaking students, consideration should be given to how their augmentative communication devices will be used both in the classroom and and during non-instructional periods. Working closely together, IEP team members must clearly state how specific features of selected devices will help students communicate within different environments. The IEP must also include a list of the augmentative communication services to be provided by service personnel and identification of the appropriate maintenance and operations staff to prevent disruption to the students' means of communication if a technical problem develops.

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

      MA:  Pearson.