Augmentative Communication and IEPs

     Early in my blogging posts I discussed Augmentative Communication Systems. IEP team members should consider for all nonspeaking students in their IEPs. It is important that team members look at the students needs before deciding what devices might be appropriate for student to use in the school and home environment. Team members must also not that a student's academic goals and objectives should be met through the use of the device they choose. 

    Components to consider when implementing it in an IEP:

1. The student's use of the system is integrated within and across the school day, including both instructional and noninstructional periods
   
2. Must include clear statements reflecting the student's communication needs across environments and descriptionsof how the specific features of the system will be used by the student.
   
3. Important to note that the augmentative communication device is not an IEP goal in itself but rather a means to accomplishing a goal.
   
4. 3 Goals to consider: 1. Communication 2. Instruction/Academic 3. Social Interactions
   
5. Must provide a list of the augmentative communication services to be provided by related service personnel and identification of the party responsible for device maintenance and operations.