As I’ve touched on in earlier posts, the IEP is going to contain the type of modifications and specially designed instruction that the student is going to receive; it will also include AT the student will use, if it has been determined that the student needs it.
For non-speaking students, augmentative communication evaluations should also be a part of the IEP.
It’s important for the IEP to include the use of the augmentative communication system within the student’s educational program; it’s imperative to make sure the student is provided the opportunities to practice their communication skills.
Some points to remember when constructing the IEP for a student with augmentative communication:
- The device should be integrated within and across the school day, including both instructional and non-instructional periods
- The device is not an IEP goal in itself, but rather a means to accomplishing a goal
- Should include 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.
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