This step provides guidance for comprehensive inclusion of information related to the data-based decisions,  learner preferences, goal conditions (if applicable), the required AAC and AT, the support required related to implementation (e.g. teacher training, student training, family training), description of device backup, maintenance and repair, ownership and transition information.   Specific AAC requirements related to current skills, anticipated growth, use of data and interventions become a part of the comprehensive IEP.  Information related to required extra curricular accommodations  as well as accommodations for testing, as allowed, are included in the IEP.  The IEP Guidance provides description and examples of the type of information that can or must be included in the Iowa IEP

RATIONALE:  How should the information about the learner’s need for AAC, AAC device(s) and the required AT supports be documented in the IEP?  

The IEP reflects requirements for FAPE including AAC device(s), services and the supports that will be required for learning and performance.  Progress reporting also serves as a communication tool between sending and receiving teams.   Clearly stated, unambiguous information in the IEP can help to guide the continuity of provision of AAC devices, services and supports.