From Access to Action: A Practical Guide to AAC Accommodations in IEPs

IEP Accommodations

A practical guide for supporting students in schools who use AAC.  

Having an AAC system at school is just a starting point. True inclusion means making sure that voice is always available and supported. Whether a student uses a high-tech speech generating device or a lowtech core vocabulary board, students with communication needs need more than just access. They need time, training, support, and opportunities to use AAC throughout the school day. 
 
That’s where an IEP comes in. 
 
This guide breaks down some essential IEP accommodations or supplementary aids and services for students who use AAC. Use it as a flexible bank of ideas and feel free to mix, match, and adapt! 

Access and Availability

Example Accommodations: 

  • Student will have unrestricted access to their AAC device/system across all environments, including but not limited to the classroom, therapy, cafeteria, playground, field trips, and assemblies.
  • Student will have consistent access to a low-tech or backup AAC system(s) (e.g., communication board, printed core vocabulary) during times when the primary AAC device is unavailable, such as during charging or technical issues.
  • The AAC system will be mounted (e.g., on a wheelchair, desk, or stand) in a way that ensures the student can access it independently and consistently throughout the school day.
  • A designated staff member or responsible peer will help to ensure Student’s AAC device is carried and transported between locations in a way that ensures they can have access to independent communication.
  • Staff will monitor Student’s device battery level throughout the day. As needed, staff will have access to a charging station /area to ensure device functionality throughout the day. 
  • The volume on the AAC device will remain on at all times and set to an appropriate level to ensure the student can be heard in various environments (e.g., classroom, cafeteria, playground).

Why this matters

AAC = a student’s voice. All students deserve consistent access to their voice. We’d never as a student who uses spoken language to “leave their voice in their backpack.” The same goes for students who use different modes of communication. Removing or limiting AAC access restricts communication and independence. 

Staff Training and Implementation Support  

Example Accommodations: 

  • Staff members who work with student will receive ongoing or one time training on the student’s AAC system, including communication partner strategies (e.g., modeling, prompting, responding to communicative attempts) to support effective communication.
  • Staff will use aided language stimulation by consistently modeling communication on the student’s AAC system during natural routines and academic instruction throughout the school day.
  • A designated support team member (e.g., Speech-Language Pathologist, Assistive Technology Specialist) will be responsible for providing regular support including system maintenance, troubleshooting, programming, and staff coaching related to the AAC device.
  • Regularly scheduled collaboration time will be provided (e.g., monthly or as needed) for staff working with the student to review AAC goals, share data, adjust strategies, and ensure consistency in AAC implementation.
  • Staff will implement a least-to-most prompting hierarchy (e.g., visual, gestural, verbal, physical prompts) to support the student’s communication, ensuring independence is promoted whenever possible.
  • Staff will provide sufficient wait time (at least 5–10 seconds or individualized based on student need) after presenting a question or prompt to allow the student time to process and respond using their AAC system.

Why this matters

An AAC system is only as effective as the people supporting it. Untrained or unsure staff can unintentionally limit communication opportunities. Training ensures AAC is integrated into natural learning, not isolated to speech sessions.

Multimodal Communication Approach  

Example Accommodations: 

  • Student may use a variety of communication modalities to express themselves, including but not limited to AAC, gestures, vocalizations, facial expressions, sign language, and body language, as appropriate to the context and communication intent.
  • Regardless of the modality of communication used or the accuracy of the message, All team members will honor and respond to the student’s communication attempts to reinforce the student’s intent to communicate and promote further interaction.
  • Student will have consistent access to a range of AAC tools (e.g., communication boards/books, speech-generating devices, communication apps) across environments to support flexible and robust communication throughout the school day.

Why this matters

Communication is more than just words. It’s about connection, expression, and being understood. When we empower students to use whatever communication methods work best for them in the moment, no matter the communication method, we create more authentic and meaningful interactions. Honoring all forms of communication helps build trust, reduces frustration, and supports the student’s growth as a confident communicator.

Visual Supports and Other Environmental Aids  

Example Accommodations: 

  • Student will have access to visual supports, including but not limited to visual schedules, First-Then boards, and choice boards, in order to support symbolic language development, comprehension, and expression. 
  • Student will have access to a classroom environment that supports multimodal communication by integrating a variety of communication methods (e.g., including core boards, visual supports, signs, symbols, gestures, images, and speech). These tools will be available and actively modeled across daily routines and activities to reinforce communication, support comprehension, and promote language development and accessibility.
  • Student’s peers will receive education on multimodal communication and training or guidance on how to appropriately interact and communicate with the student using the AAC system to promote inclusion and meaningful peer interactions.
  • Student will be provided with time throughout the day to freely explore their AAC device, including opportunities for stimming, exploration, and non-directed use, to support comfort, familiarity, and self-regulation.

Why this matters

Visual and multimodal supports promote understanding, expression, and independence, while also reducing frustration. Consistent modeling and peer education foster an inclusive environment that supports the student’s language development and overall engagement.

Communication Opportunities Embedded in Routines

Example Accommodations: 

  • Staff will provide Student with daily, natural communication opportunities embedded across routines, academic activities, social interactions, and unstructured times.
  • Student’s lessons will include opportunities for the student to respond and participate using their AAC system.
  • Staff will preload and model relevant vocabulary on the student’s AAC device related to lesson content, classroom discussions, and school events to support meaningful participation.

Why this matters

Communication skills grow through meaningful, everyday interactions. Embedding opportunities across the day gives students the chance to use language in real-time, connected to their interests and surroundings. When staff model and preload relevant vocabulary, students are better equipped to participate fully and build relationships through shared experiences.

Behavior and Emotional Regulation Supports  

Example Accommodations: 

  • Student will have access to emotion words, self-advocacy phrases (e.g., ‘I need a break,’ ‘I don’t like that’,) and sensory choices within their AAC system or visual supports. Staff will ensure student has easy access to these in times of dysregulation or heightened emotion.
  • During times of dysregulation, behavior challenges, or frustration, staff will honor Student’s preferred method of communication and provide AAC (including visuals, device, etc.) to support emotional identification, safe expression of needs, self-advocacy phrases and/or co-regulation strategies.

Why this matters

When emotions are heightened, communication can become more challenging. Behavior can also be a way of communicating frustration or other emotions. Access to alternative or supplemental forms communication is essential, especially for students who rely on AAC. This will allow them to have safe ways to communicate or quick access to self-advocacy phrases,  or choose helpful sensory regulation strategies in times of need. 

Data collection and progress monitoring  

Example Accommodations: 

  • Data collection will focus on functional communication growth rather than compliancebased measures.
  • Progress monitoring and/or data collection will include a range of communicative functions (such as requesting, protesting, commenting, social interaction) rather than isolated skill use 
  • Staff will gather qualitative observations of the student’s communication use in natural, everyday settings across routines and environments using a uniform data collection method/template. 

Why this matters

Communication is not just about giving correct answers or following directions. Measuring real-world use shows how the student is growing as a communicator across settings and people. When multiple people take consistent data, it can measure communication attempts and successes across communication functions, contexts, and partners. 

Student-Centered Vocabulary and Personalization  

Example Accommodations: 

  • Student’s device will be updated regularly (I.e., 1x per month, 1x per quarter) by designated staff, with personally relevant vocabulary such as classmate names, class topics, etc.
  • Student will have access to vocabulary, via AAC,  such as social language, slang, and humor appropriate for student’s age and peer group
  • Student’s device/vocabulary  will be backed up regularly (I.e., 1x per month) in order to ensure access to customized vocabulary in the event lost or damaged device. 

Why this matters

Communication should reflect who a student is as a person. Students need access to words that let them talk about their lives, connect with their peers, and express their identity. When AAC systems are personalized and up to date, students can participate more fully in both academic and social conversations. Backups also protect their voice and ensure continuity when devices are lost or damaged.

Use this guide as a foundation and adapt it to fit the needs of your students, school, and district. Every setting is unique, but the goal remains the same: AAC is a voice that deserves consistent access and support. Meaningful inclusion happens when that voice is not only available but encouraged, modeled, and valued across all environments. The examples provided here are simply a starting point to help you design IEP accommodations that promote communication growth, independence, and authentic participation throughout the school day.

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