In a recent meeting focused on special education, key discussions emerged about the critical need for effective communication strategies for young children with developmental delays or autism. As the meeting unfolded, participants highlighted a troubling trend: many Individualized Education Programs (IEPs) for preschoolers fail to adequately address the communication needs of these children.

Leslie, a participant in the meeting, pointed out that IEP teams often overlook the necessity of reliable communication methods for children who cannot speak. She noted that despite the clear guidelines from the Maryland State Department of Education (MSDE), many teams still recommend minimal speech and language therapy—sometimes as little as half an hour a week—while dismissing the need for assistive technology. This raises significant concerns, as children without functional communication skills may not be able to participate in assessments, leading to a lack of accountability in their education.

The discussion emphasized that communication should be integrated into every aspect of a child's day, not just during designated therapy sessions. Leslie stressed that assistive technology is essential for giving these children a voice throughout their daily activities, rather than limiting it to specific times. The meeting underscored the importance of recognizing that every child deserves the tools and support necessary to communicate effectively, advocating for a more comprehensive approach to their education.

As the meeting concluded, the urgency of addressing these communication barriers was clear. The participants left with a renewed commitment to ensure that all children, regardless of their challenges, have access to the resources they need to thrive in their educational journeys.