Augmentative Communication In the IEP, Home, and the Community

In my previous blog, I discussed learned helplessness and strategies to overcome it. Today, I will focus on integrating augmentative communications into the IEP and the importance of using them in the home and community.

Integration Into the Individualized Education Plan (IEP)

Previously, the method used to chose any type of technology to use within the IEP was discussed. There are certain steps to follow but once these steps are completed there are certain key items the IEP team must include in the IEP. The components of the system and the use throughout the school day are very important parts of the IEP. These two key facts are important because this is how students that need augmentative devices will reach their goals and objectives. They will use the device to reach their goals and communicate with everyone in the school, community, and home. The IEP must include a list of the augmentative communication services to be provided by related services personnel and identification of the party responsible for the device maintenance and operations. Including these components in the IEP helps educator pre-plan and make sure a back up is set up for students to use to communicate while their device is being serviced. Please listen to the video below for more on including assistive technology and augmentative devices in the IEP.

Augmentative Devices (AAC) in the and Home

AAC Devices give students that once did not have a voice a chance to communicate with people around them. Parents may become very excited about this idea but need training on how to operate the device and encouragement to use it at all times in the home. The training at home plus the reinforcement of the device at home will help the student become more comfortable on using the device to communicate. The child learns to use their voice at all times to communicate. Here are a few tips to guide parents to promote the use of AACs.

-Provide direct instruction on the use of the system: A few family members at home should know how to operate the system and troubleshoot it if necessary in order to decrease the likelihood they'll become dependent on school staff.

-Identify vocabulary that is relevant to the home: Key phrases used at home should be programmed into the device. An interview with the family will provide the demands most likely needed.

-Teach family members to provide opportunities for communication and to wait: Parent have the tendency to speak for their child because they already know their needs. Encourage parents to give their children a chance to communicate by asking.

-Keep it simple: Make sure the device is explained to parents in the simplest terms. Explain what the device does and how it works.

AAC Devices in the Community

 In school and home, the student works with teachers, staff, and family members  that are very familiar with their device but not everyone in the community will have the same experience. The use of the device outside of these places allows the student to reinforce the communication skills learned in school and help generalize them to other settings These skills become critical in assisting students using AAC devices to feel apart of the community. To ease students anxiety or pressures,try to give them opportunities to practice using their device in the community by going on field trips or participating in school wide activities with students without devices. Students will have to help others understand the device is their means of communication and they are able to speak through the device. Sometimes, educators may program certain questions or statements they know their students will need to communicate. 

Here are a few tips to use when speaking to people with AAC devices from a person that uses an AAC device.

-Just be yourself.

-Talk to the user at an age appropriate level.

-Talk to the user not the person who is with them.

-Always ask if you can read their screen or if you can guess what the user is saying.

-During regular conversation, try not to praise the user.

Honestly, I am guilty of not following some of these tips. I have had few interactions with people using AAC devices but have fallen victim to a few of these. I have conversed with people using AAC devices at a lower age age level than they were without realizing it and have praised them for having a normal conversation. After reading them just now, I understand why that does not make any sense and may be offensive. In the classroom, I could see how these tips may not serve the same purpose but I will keep them in mind when interacting with all people with AAC devices.