If an augmentative communication device is necessary and appropriate for an individual it should be outlined in the IEP. The specific system components and use of the system within the student’s educational program should be included in the IEP. The academic goals and objectives should incorporate the use of the student’s augmentative communication device. The goals and objectives should reflect the use and continued development of the system. The augmentative communication device should be implemented during instructional and non instructional periods throughout the school day.
As special education teachers we need to ensure that the augmentative communication systems help students accomplish the IEP goals and are not the goals themselves. Sometimes IEP goals and objectives are difficult and time consuming. Here are three areas to consider when you are creating the IEP goals and objectives for a user of an augmentative communication device: communication, instruction/academic, and social interactions. These goals will help students become active participants in their own learning and increase success in social situations. The final components that should be included in the IEP are a list of augmentative communication services that will be provided by specific staff members and the support person for technical issues and maintenance.
Reference: Dell, A., & Newton, D. (2008). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
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