Augmentative Communication Device in an IEP

After learning about learned helplessness with augmentative communication. Integrating assistive communication into the IEP is the next step on accommodating my students. Augmentative communication evaluations should be part of the development process for nonspeaking students.  If your student is in need of an augmentative communication device, the use and each component of the use and need of the device need to be specifically outlined in the IEP. The student’s educational goals and objectives for participation and achievements using the augmentative communication device should also be stated in the IEP.  Lastly, there are two additional components that need to be included in the IEP. These components are”

1.       A list of all the augmentative communication services that are going to be used by the student

2.       Identification of all the people responsible for the maintenance and operations of the augmentative communication device IE. Teacher, special education teacher, parents etc.

 

References:

Dell, A; Newton, G and Petroff, J. (2012). Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.