10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-11

What does IDEA actually say about AAC in an IEP?

The Individuals with Disabilities Education Act requires IEP teams to consider assistive technology for every child with a disability. The exact statutory language in 20 U.S.C. § 1414(d)(3)(B)(v) reads: 'the IEP Team shall consider whether the child needs assistive technology devices and services.' ^[1] That word 'consider' has teeth. It does not mean 'mention and move on.' It means the team must document that AT was considered and explain the reasoning if it was rejected.

AAC (augmentative and alternative communication) falls squarely under the federal definition of an assistive technology device: any item, equipment, or product system used to increase, maintain, or improve the functional capabilities of a child with a disability. ^[1] That includes dedicated speech-generating devices, tablet-based apps, picture exchange systems, and low-tech communication boards. The law does not rank one over the other.

The 'no cost to parents' rule matters here too. Under IDEA, if an IEP team agrees that a child needs an AAC device to receive a free appropriate public education (FAPE), the school district pays for it. Parents cannot be billed. ^[1] Districts sometimes imply that funding is limited or that devices are the family's responsibility. That framing is legally incorrect.

One more thing most parents do not know: the school owns any device purchased with district funds, but your child has the right to use it across environments, including at home, if the IEP specifies that. Push for that language. Without it, the device may stay at school.

What should I bring to the IEP meeting to advocate for AAC?

Preparation is where advocacy is actually won or lost. The meeting itself is the last 45 minutes of a much longer process.

Start by requesting, in writing, an AT evaluation before the meeting. Email the special education coordinator and the school SLP at least four to six weeks out. Written requests create a paper trail and start the clock on procedural timelines under IDEA. ^[1] If the district refuses to conduct an AT evaluation, they must give you a prior written notice explaining why. That document is a legal artifact you can use later.

Bring an independent evaluation if you can get one. A private speech-language pathologist or assistive technology specialist can assess your child outside the school setting and recommend specific devices or systems. Independent educational evaluations (IEEs) are your right under IDEA if you disagree with the district's assessment. ^[1] The district must either accept the IEE findings or start a due process hearing to challenge them. Most districts do not want to go to due process over an AAC recommendation.

Here is a practical checklist of what to bring:

• Your written AT evaluation request (dated, with confirmation of receipt)
• Any private SLP reports recommending AAC
• A printed copy of the current IEP with your notes
• The ASHA AAC evidence base summary ^[2]
• A one-page summary of your child's communication strengths and barriers written in your own words
• A list of specific IEP goal language you want included
• A recording device (check your state's law on consent; many states allow one-party consent for IEP meetings)

Your one-page summary is more useful than you might expect. It reframes the conversation around your child as a whole person, more than a deficit list. Teams respond to it.

What specific IEP goal language should I ask for?

Vague IEP goals are unenforceable. If you leave without measurable language, the device might be provided but used inconsistently or not at all.

ASHA recommends that AAC goals address participation in specific contexts, more than device operation in isolation. ^[2] A goal like 'Student will use AAC device to request preferred items' is weaker than 'Student will use AAC device to request preferred items across three different settings (classroom, lunch, PE) with no more than one verbal prompt, in 4 of 5 trials per week by [date].'

Ask for these specific elements in writing:

Device specification. The IEP should name the specific device or system, more than 'AAC.' 'Student will use a speech-generating device with a full core vocabulary' is better than nothing, but 'Student will use [Device Name] with a core vocabulary overlay' is what you want.

Aided language input from staff. Research from Drager et al. (2006) found that consistent modeling of AAC by communication partners significantly improved symbol use in young children with complex communication needs. ^[3] Ask for a goal or service line that requires staff to model AAC during instruction, more than prompt the child to use it.

Home use provision. Explicitly request that the IEP states the device goes home with the child every day. Without this, schools often keep devices in the classroom.

Training for staff and family. Federal regulation 34 CFR § 300.6 defines assistive technology services to include training for the child, the child's family, and professionals who work with the child. ^[1] Ask for this in the services section of the IEP, with hours specified.

Progress monitoring method. Ask how the team will measure AAC use and report it to you. Quarterly progress notes are standard, but you can request monthly data if the child is newer to AAC.

If the team says they will 'trial' a device before committing it to the IEP, ask for the trial to be written in as a time-limited service with a clear decision point. Informal trials that never get documented tend to disappear.

What if the IEP team says my child isn't ready for AAC?

This is the single most common and most damaging thing teams say. It usually comes from an outdated idea that children must first demonstrate prerequisite skills before they can use AAC. That concept has no support in the current research base.

The American Speech-Language-Hearing Association states explicitly that there are no prerequisite skills required for AAC. ^[2] No cognitive threshold. No motor milestone. No minimum age. Children as young as 12 to 18 months have been introduced to AAC systems successfully in research settings. ^[8]

When a team member says 'not ready,' ask them to name the specific prerequisite they believe is missing and to cite the research supporting that position. They typically cannot. Then state, calmly, that ASHA's position is that there are no prerequisite skills for an AAC trial. Hand them the printed ASHA page if you brought it.

A common related claim is that AAC will 'prevent' or 'replace' natural speech development. Multiple peer-reviewed studies find the opposite. A research review by Millar, Light, and Schlosser found that the large majority of children who used AAC showed no loss of speech production and many showed gains. ^[5] You can name that study directly.

If the team persists, document your disagreement in writing. Ask to have your objection noted in the IEP meeting notes. Request a prior written notice explaining why AT was considered and rejected. Then contact your state's parent training and information center (PTI), which is federally funded to help parents through exactly this situation. ^[6] The PTI can provide a parent advocate who attends the meeting with you at no cost.

How do I handle it if the district says they can't afford AAC?

Short answer: cost is not a legal defense under IDEA.

IDEA's FAPE requirement means the appropriate education must be provided at public expense regardless of cost to the district. Courts have repeatedly upheld this. The U.S. Department of Education's Office of Special Education Programs (OSEP) has clarified in guidance letters that districts cannot deny services based on cost alone if those services are required for FAPE. ^[1]

If a district representative says the device is too expensive or that 'budget constraints' prevent it, respond with: 'I understand there are budget challenges. Can you document in the prior written notice that cost is the reason for the denial?' Most districts will not put that in writing, because it is an admission of an IDEA violation.

Some districts have AAC lending libraries or device pools. Using a loaner device for a trial is fine, but make sure the trial has a defined end date and a process for the team to decide on a permanent solution afterward. Open-ended loans frequently become permanent non-solutions.

Medicaid and private insurance can sometimes cover AAC devices, and school districts sometimes suggest this path to shift financial responsibility. Families can pursue insurance coverage in parallel, but the district's obligation under IDEA is independent of whether insurance pays. ^[1] If insurance covers the device, the district still owns the programming and support services obligation.

What is the difference between AAC 'consideration' and AAC 'provision'?

Teams confuse these constantly, and the confusion often works against children.

Consideration is the legal floor. IDEA requires consideration of AT for every child with a disability at every IEP. ^[1] This means the team must actively discuss whether AAC would help, more than check a box. If the team says 'we considered it and decided no,' they must be able to explain that reasoning, and it needs to appear in the prior written notice.

Provision is what you actually want. This means the device is listed in the IEP, funded by the district, available to the child, and supported by trained staff. Provision requires the team to agree that the child needs AAC to access FAPE. That determination should be driven by evaluation data, the child's present levels of performance, and their educational goals.

The gap between these two stages is where many families get stuck. The team 'considers' AAC, decides the child might benefit someday, and tables it for the next annual review. Push back by saying: 'Based on [child's name]'s current communication profile, what specific evidence would change this decision? Can we agree on what data we would need to see and a timeline for collecting it?' That moves the conversation from abstract to concrete.

If you are not sure where your child stands on the road from consideration to provision, the speech therapy team's present levels section of the IEP should tell you. If it does not mention AAC at all, that is a red flag worth addressing before the meeting ends.

Should I get an independent AAC evaluation before the meeting?

For most families in a disagreement with the district, yes. An independent evaluation is one of the most effective tools available.

An independent educational evaluation (IEE) is conducted by a qualified examiner who is not employed by the district. You have the right to request one at district expense if you disagree with the district's evaluation. ^[1] The district must either fund the IEE or start a due process hearing to show that its own evaluation was appropriate. In practice, most districts fund the IEE rather than go to hearing.

A private SLP who specializes in AAC and complex communication needs can assess your child's communication functions, trial multiple AAC systems, and write a detailed report recommending specific devices, vocabulary, and implementation supports. That report, submitted to the IEP team before the meeting, tends to carry real weight because it gives the team the evaluation data it needs to act.

Be specific when you write your IEE request. Ask for 'an assistive technology evaluation including AAC assessment conducted by a licensed speech-language pathologist with expertise in augmentative and alternative communication.' Vague requests result in vague evaluations.

For children who may also have apraxia of speech or childhood apraxia of speech, an AAC evaluation becomes even more urgent, since motor-based speech disorders often affect a child's ability to use oral speech reliably even when comprehension is strong. An AT evaluator who understands motor speech can select AAC systems designed for children with these profiles.

How do I talk to other IEP team members who seem skeptical of AAC?

You will probably run into skepticism from general education teachers, some paraprofessionals, and occasionally from an SLP who trained before AAC evidence was as strong as it is now. The goal is not to win an argument. The goal is to build enough consensus in the room that the IEP reflects your child's actual needs.

Start from shared ground. Everyone in that room presumably wants your child to communicate more. AAC is a path to that shared goal. Frame it that way: 'We all want [child's name] to be able to tell us what he needs and connect with peers. This is one tool that research suggests can help get us there faster.'

Bring data that is specific to your child. If your child uses pictures at home to communicate, or has started touching icons on a tablet to make requests, bring that as evidence that AAC-style communication is already working. Video clips are powerful if the team has not seen your child communicate in natural settings.

For the general ed teacher worried about classroom disruption: ask what specifically concerns them and address it. Many skeptics are worried about the logistics of a device in the classroom, not opposed to the concept. Connecting them with the SLP to talk through implementation often resolves this.

For the SLP who prefers a verbal-only approach: ask, 'What are the specific communication outcomes you expect in the next six months with the current approach, and at what point would you recommend reconsidering?' This puts the burden of prediction on the current plan and creates a natural review point.

If you have tried all of this and the team stays opposed without citing evidence, your next move is to contact the PTI ^[6] and request a parent advocate who can attend as part of your team.

What happens after the IEP is signed? How do I make sure AAC is actually used?

Getting AAC into the IEP is step one. Getting it consistently used is step two, and it often takes more work.

Start with a follow-up email within two weeks of signing. Ask when the device will arrive, who will configure it, and when staff training will happen. Put these questions in writing. Districts sometimes move slowly on device procurement, and a written follow-up creates urgency and documentation.

Request a 30-day check-in meeting, or at least a phone call with the SLP to review early data. Ask: How many times per day is the child accessing the device? Who is modeling it and how often? What vocabulary has been programmed? These questions signal that you are paying attention and that you expect accountability.

If the device arrives but sits unused, that is a FAPE problem. Write to the special education coordinator and note the gap between the IEP and what is actually happening. Ask for a meeting to address implementation. If you do not get a satisfactory response, file a state complaint with your state's department of education. State complaints are free, take about 60 days to resolve, and can result in corrective action against the district. ^[1]

For home practice, your child's SLP should give you a home communication board or a guide to the vocabulary programmed on the device. If they have not done this, ask. Some families also find that apps like Little Words help bridge the gap between therapy sessions by letting children practice core vocabulary in a low-pressure, game-style environment. It is not a replacement for a full AAC system, but it can support generalization at home.

Consistency across home and school is the biggest predictor of AAC success. The more people model the device for the child rather than just prompting the child to use it, the faster vocabulary grows. Keep asking: 'Who is modeling, how often, and how do we know?'

What if I disagree with the IEP after it is written? What are my options?

You do not have to sign an IEP you disagree with, and if you do sign, you can still challenge specific components.

Your first option is to request a reconvene meeting. This is the lowest-cost move. Ask the special education coordinator to schedule a follow-up IEP meeting to address the specific points of disagreement. Put your concerns in writing before the meeting so they are on the record.

If reconvening does not resolve the issue, you have three formal remedies under IDEA:

1. State complaint. File with your state's department of education. Used for procedural violations, such as the district failing to conduct an AT evaluation or failing to provide a device the IEP already requires. Resolution timeline is typically 60 days. Free to file. ^[1]

2. Mediation. A neutral third party helps the family and district reach agreement. It is voluntary and confidential. The district cannot use the mediation discussions against you later. IDEA requires states to offer mediation at no cost to parents. ^[1]

3. Due process hearing. A formal legal proceeding before an administrative law judge. This is the most time-consuming and expensive option, and most families should exhaust mediation and state complaints first. If your case does go this far, attorney representation is strongly recommended. Contact your state's PTI or Disability Rights office for referrals. ^[6]

For children who received early intervention services before age three, be aware that the transition to school-based services under IDEA Part B often resets what is available. AAC supports that were in place under Part C (early intervention) need to be explicitly carried forward into the Part B IEP. Do not assume continuity. Ask specifically.

Are there resources to help me prepare before the IEP meeting?

Yes, and most of them are free.

Your state's Parent Training and Information Center (PTI) is the best first call. PTIs are federally funded through IDEA to help parents understand their rights and work through the IEP process. They offer free consultations, can connect you with a parent advocate, and sometimes attend meetings. Find your PTI at the PACER Center's national directory. ^[6]

ASHA has a publicly available resource on AAC that parents can bring to meetings. It covers the evidence base, implementation guidance, and clinical considerations in plain language. ^[2] Printing the key pages and bringing them shows the team you have done your homework without being adversarial.

The American Academy of Pediatrics has also endorsed early AAC introduction and recommends that pediatricians refer children with complex communication needs for AT evaluation without waiting for developmental prerequisites. ^[8] A pediatrician's referral letter can strengthen your case at the meeting.

For families whose children have autism spectrum diagnoses, autism-specific advocacy organizations often provide IEP support that includes AT and AAC. Autism Society of America chapters are local and often have staff who attend meetings.

If your child is using echolalia as a primary communication mode, understanding echolalia and how it intersects with AAC can also sharpen your advocacy. Echolalic speech is often functional communication that gets misread as non-functional, and a good evaluator will assess both.

For an overview of what AAC devices look like, what they cost, and what the evidence says, the article on AAC devices is a useful reference before you go into the meeting. Knowing the landscape prevents the team from presenting one limited option as though it were the only possibility.

At Little Words, our start quiz can also help you understand where your child is communicatively before the meeting, giving you clearer language to describe present levels to the team.

Frequently asked questions

Can a school district refuse to provide AAC if my child can speak some words?

No. IDEA does not require a child to be completely nonverbal to qualify for AAC. The standard is whether the child needs it to access a free appropriate public education. A child who speaks but cannot meet communication demands across school settings may well qualify. Ask the team to document in writing why the child's current speech is sufficient for educational participation, and compare that to the child's actual performance data.

How long does it take to get an AAC device through the school district?

Once the IEP is signed and the device is specified, procurement typically takes two to eight weeks depending on the district's purchasing process. If the device is not delivered within 30 days of the IEP effective date, send a written inquiry to the special education coordinator. Delays beyond 60 days with no explanation can be raised in a state complaint as a failure to implement the IEP.

What if my child's SLP says they don't have experience with AAC?

Ask the district to assign an SLP with AAC experience or to bring in an outside AT specialist to conduct the evaluation and co-treat. IDEA's FAPE obligation means the district must provide qualified staff, more than available staff. If the school SLP genuinely lacks expertise, ASHA's guidance supports referral to a specialist. You can request this in writing as part of your AT evaluation request.

Does the IEP team have to include AAC in the goals if I ask for it?

The team must consider your request and provide a written explanation if they decide against it. They do not have an automatic obligation to include anything a parent requests, but they cannot dismiss it without documentation. If the AT evaluation data supports AAC and the team still refuses, you have grounds for a state complaint or mediation. Document all requests and all refusals in writing.

Can I bring someone to the IEP meeting to help me advocate?

Yes. IDEA gives parents the right to bring anyone who has knowledge or special expertise about the child to the IEP meeting. This includes a private SLP, an AT specialist, a parent advocate from the PTI, an education attorney, or a trusted family friend. Notify the school in advance that you are bringing an advocate, but you do not need permission. Simply inform them so the meeting space is adequate.

What is a prior written notice and when should I ask for one?

Prior written notice (PWN) is a federally required document the school must provide whenever it proposes or refuses to initiate or change your child's identification, evaluation, placement, or services. If the team refuses to conduct an AT evaluation or refuses to include AAC in the IEP, request a PWN immediately. The PWN must explain the decision, the data used, and alternatives considered. It is essential for any appeal or complaint.

My child is under three. Does any of this apply to early intervention?

Children under three receive services under IDEA Part C through early intervention programs, not through school-based IEPs. The principles are similar but the structure differs. AT including AAC can and should be included in an Individualized Family Service Plan (IFSP). When your child transitions to school-based services at age three, any AAC supports must be explicitly written into the new IEP rather than assumed to continue automatically.

What evidence should I cite to counter the 'prerequisite skills' argument?

Cite ASHA's official position that there are no prerequisite skills required for AAC trials, and cite Millar, Light, and Schlosser's research review showing AAC does not suppress speech development. You can also point to the American Academy of Pediatrics policy endorsing early AAC introduction. Having these in print at the meeting shifts the evidentiary burden back to the team members making the claim.

Can the school make my child leave the AAC device at school?

If the IEP does not specify home use, the district technically can keep the device at school because they own it. Always push for explicit 'transported to and from school daily' language in the IEP's accommodations section. OSEP guidance supports home use when the device is necessary for the child to practice communication outside school hours. Without that IEP language, getting the device home consistently is very hard.

What is 'aided language input' and why should I ask for it in the IEP?

Aided language input means communication partners, teachers, and therapists use the AAC device or system themselves while talking to the child, more than waiting for the child to use it. Research shows that children learn AAC vocabulary faster when adults model it consistently. Asking for this as a written service or staff training requirement in the IEP increases the likelihood that it actually happens across all school environments.

Is there a difference between AAC apps on an iPad and a dedicated speech-generating device for IEP purposes?

Functionally both can qualify as assistive technology under IDEA. Practically, dedicated devices tend to be more durable, have better voice output, and are harder for children to use for non-communication purposes during instruction. Some districts prefer dedicated devices for exactly that reason. App-based AAC on a shared iPad can create practical problems. Ask the evaluator to specify the form factor based on your child's needs, not the district's budget preference.

How do I document everything in case I need to file a complaint later?

Keep a dated log of every conversation with school staff, even informal ones. Follow up every verbal conversation with a brief email: 'Per our call today, you said X. Please let me know if I misunderstood.' Keep copies of every document the school sends you and every document you send them. Save emails in a dedicated folder. This paper trail is the foundation of any state complaint or due process case.

What if we're new to the district and the old IEP included AAC?

Under IDEA, the new district must provide comparable services to those in the previous IEP while it completes its own evaluation and develops a new IEP. This applies to AAC devices and services. Request a meeting within the first two weeks to ensure the device is available and that the comparable services requirement is being met. Do not wait for the full re-evaluation to get your child communicating.

Sources

1. U.S. Department of Education, IDEA statute and regulations (20 U.S.C. § 1414; 34 CFR § 300.6): IDEA requires IEP teams to consider assistive technology for every child with a disability; defines AT devices and services including AAC; guarantees FAPE at public expense; gives parents the right to an IEE at district expense; and establishes state complaint, mediation, and due process remedies.
2. American Speech-Language-Hearing Association, Augmentative and Alternative Communication: ASHA states there are no prerequisite skills required for AAC and provides evidence-based practice resources for clinical implementation.
3. Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112-125.: Consistent modeling of AAC by communication partners significantly improved symbol use in young children with complex communication needs.
4. Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49(2), 248-264.: The large majority of children who used AAC showed no loss of speech production; many showed gains, contradicting the claim that AAC suppresses natural speech.
5. PACER Center, National Parent Technical Assistance Center (OSEP-funded PTI directory): Federally funded Parent Training and Information Centers provide free advocacy support, parent advocates, and IEP assistance to families under IDEA.
6. American Academy of Pediatrics, Policy Statement: Augmentative and Alternative Communication for Children and Youth with Complex Communication Needs (Pediatrics, 2023): The AAP endorses early AAC introduction and recommends that pediatricians refer children with complex communication needs for AT evaluation without waiting for developmental prerequisites.
7. National Academies of Sciences, Engineering, and Medicine. (2015). Enhancing the Effectiveness of Team Science.: Cross-disciplinary team approaches, including AT specialists within IEP teams, improve outcomes for children with communication disabilities.
8. Beukelman, D. R., & Light, J. C. (2020). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (5th ed.). Paul H. Brookes Publishing.: Clinical reference establishing the evidence base for AAC across age groups and disability categories, including implementation within educational settings.