Getting AAC Devices and Support Written Into Your Child's IEP

If your child uses or might benefit from an augmentative and alternative communication (AAC) device—whether it's a speech-generating tablet, communication board, or picture exchange system—getting it properly supported in their IEP is essential. Many parents worry that AAC will replace speech development, but research shows the opposite: AAC often helps children develop more language skills overall. Your child's IEP should not only name the AAC device but also include goals for using it, training for staff and family, and clear accommodations so your child can communicate across all school settings. Here's how to make that happen.

Why this happens

Schools sometimes hesitate to include AAC in IEPs because of cost concerns, lack of staff training, or outdated beliefs that children should 'try talking first.' Speech-language pathologists may need additional professional development in AAC implementation, and teams might not realize that federal guidelines support AAC as assistive technology. Additionally, some IEP teams focus narrowly on traditional speech goals rather than functional communication across environments, which can leave AAC under-supported even when a device is mentioned.

Quick action steps

1. Request a comprehensive AAC evaluation by a speech-language pathologist with AAC expertise if your child doesn't have one yet.
2. Ask that the specific AAC device or system be listed by name in the assistive technology section of the IEP, not just mentioned vaguely.
3. Ensure IEP goals address using the AAC device functionally—requesting items, answering questions, participating in class discussions—not just isolated button-pushing.
4. Request that staff training on your child's AAC system be written into the IEP, including which staff members will receive training and when.
5. Ask for accommodations that allow AAC use in all settings: classroom instruction, lunch, recess, specials, and testing situations.

The deeper approach

The most effective approach is treating AAC as a complete communication system, not just a device. Work with your IEP team to create a communication implementation plan that includes: who will program the device with age-appropriate vocabulary, how often vocabulary will be updated, how communication partners (teachers, aides, peers) will be taught to interact with your child, and what data will be collected to measure progress. Request that related services time specifically include AAC instruction and modeling—many children need explicit teaching in how to navigate their system. If your school's speech-language pathologist lacks AAC expertise, you can request consultation from a specialist or assistive technology team. Also consider asking for a home device or requesting that the school device goes home so your child can practice in natural environments, building communication skills across their whole day. According to research and best practices, consistent access and modeling across environments leads to the strongest communication outcomes.

In summary

Your child deserves full access to communication, and AAC is a research-supported path to that access. An IEP that thoroughly addresses AAC—with the right device, meaningful goals, staff training, and consistent access—sets your child up for real participation in school and life. Start by reviewing your current IEP: does it specifically name the AAC system, include functional communication goals using that system, and provide for training and access across all settings? If not, request an IEP meeting to address these gaps. Bring examples of situations where your child needs to communicate but currently can't, and come prepared with specific requests for how AAC support should be written into the plan.