Augmentative Communication & IEP integration

Last post I talked about the concept of learned helplessness with nonspeaking students. Some students require augmentative communication in order to actively communicate with others. Therefore, it is essential that their augmentative communication is integrated into the IEP.

So, how exactly do we do this?

EASY! Every student must have goals and objectives that reflect the use and continued development of the system. It is important that the student's use of the system is integrated within and across the school day, including both instructional and non-instructional periods. The IEP must include clear statements reflecting the student's communication needs across environments. 

Still not sure that you completely understand how to integrate augmentative communication into the IEP? Check out this sample IEP goal to support instruction and academics.

• Parker will use his augmentative communication device to make a brief presentation to the class about the history of the global race to space. 

One key thing that I thought was important to remember is that when the team develops IEP goals, it is important to remember that the augmentative communication device is not an IEP goal in itself but rather a means to accomplishing this goal. During my journey through assistive technology, I felt that I have learned so much and I now feel more confident being a part of an IEP team making decisions in regards to AT needs. 


Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 12) 2012. Second Edition.