Augmented Communication integrated into the IEP

How can augmented communication be integrated into the IEP?

      In other blogs talking about IEP’s we have know that in order for something to be used by a student in special ed, it must be stated in the child’s IEP. By law, if it is in the IEP it must be used when and where it is supposed to be used. This goes the same with augmented communication. 
    Teaching of communication skills is guided by the IEP. Augmentative communication evaluations should be a component of the program development process and must be carefully considered for all nonspeaking students. All of the components of the system should be listed in the students’ IEP. When the teacher or IEP team is writing the goals and objectives for the student, it should be assumed that their participation will be through the communication system. Each student should also have goals and objectives that reflect the use and continued development of the system. 

Here is a few samples of IEP goals for communication:

• The student will increase his or her spontaneous use of appropriate communication with familiar partners for at least three communicative purposes (e.g., initiating, rejecting, and commenting)
• The student will increase his or her use of appropriate communication with unfamiliar partners within the community. 
• The student will independently navigate the augmentative communication device without assistance or prompts. 

Here are a few IEP goals to Support Instruction and Academics:

• Parker will use his augmentative communication device to make brief presentation to the class about the history of the global race to space. 
• Barbara will participate in social studies class through a specifically designed overlay that is developed for her augmentative communication device for each unit. She is expected to volunteer answers to at least two questions per lesson.