Argumentative communication systems and IEPS

In the prior blog I talked about the importance of argumentative communication system and how they can give students the voice in the class they do not possess and allows them to interact with peers. In this blog, I will talk about the how argumentative communication systems can be integrated into IEPs. 

Firstly, argumentative communication systems should be considered for all non-speaking students and once the IEP decides it is an important tool for the child to have in class it should be outlined in an IEP. The IEP should also include how the augmentative communication system should will be used by the student on a day to day basic in the classroom (both instructional and non instructional periods). The team will make objective and goals based on the students continued use of the argumentative communication system. 

Here are some examples of communication goals in an IEP:

1. The student will increase his or her use of appropriate communication with unfamiliar partners within the community.
2. The student will independently change his or her augmentative communication device without assistance or prompts.
3. The student will communicate more complex messages by selecting the three-icon-sequence. 

The goals and objectives depend on each individual student and their specific needs.

This video shows Bella, a non verbal child with Down Syndrome, use an augmentative communication device to communicate with the secretary at he speech therapist's office. She was able to become classroom monitor in her classroom because of her AAC device. 


Assistive Technology in the Classroom Enhancing the School Experience of Students with Disabilities