Augmentative and Alternative Communication 

The Alabama IEP's communication special factor explicitly includes augmentative communication needs. For a student whose speech does not meet daily communication needs, AAC — picture systems, speech-generating devices, communication boards and books, or a combination — can be the difference between participation and isolation. AAC is both a support and a service decision the IEP Team documents deliberately.

• IDEA, 20 U.S.C. §1401(1)–(2);  34 CFR §300.105, assistive technology devices and services  https://sites.ed.gov/idea/regs/b/b/300.105 

• 34 CFR §300.34, speech-language pathology and related services  https://sites.ed.gov/idea/regs/b/a/300.34 

• 34 CFR §300.324(a)(2), communication needs and AT special factors  https://sites.ed.gov/idea/regs/b/d/300.324 

• Alabama Administrative Code, Rule 290-8-9-.05 and Rule 290-8-9-.07(6)

Start with the communication needs factor.  When "Does the student have communication needs?" is checked Yes for augmentative communication needs, address it in the IEP — through a goal, a related service, supplementary aids and services, and/or assistive technology documented on the services page.

Evaluate for the whole day.  An AAC evaluation should consider communication across settings and partners — not only what the student needs in the therapy room. Include a functional evaluation in the student's customary environments, and involve the family in vocabulary and device decisions.

Assume competence.  Research and national practice guidance support providing AAC to students with complex communication needs without requiring prerequisite skills such as pointing or matching. A student who is nonspeaking should not wait for other skills before receiving a communication system.

Support the communication partners.  The device alone does not communicate; the people around the student do. AT services include training for teachers, paraprofessionals, related service providers, bus staff, and the family. Plan for modeling language on the device throughout the school day.

Document implementation, not just possession.  Write where the system will be available, who will model and support it, how staff will be trained, and how the team will report progress. If the student needs the device at home for FAPE, document that decision and rationale.

• Address augmentative communication needs in the IEP when the communication factor is Yes.

• Include device trials and a functional evaluation across real settings.

• Document training for every adult who interacts with the student.

• Review AAC progress at each reporting period like any other goal.

• A speech-generating device documented in the IEP but used only in speech sessions

• Communication needs checked Yes with no goal or support in the IEP

• Staff and family not trained on the system (no AT service documented)

• The device left behind on transportation, in specials, or during lunch The settings where communication matters most

SES Subject Resources  https://www.alabamaachieves.org/special-education/subject-resources/: Assistive Technology section and teacher toolkit LiveBinders. ADRS Children's Rehabilitation Service supports AAC evaluation and device access for eligible children; confirm current referral procedures with your local CRS office.