Consideration for AT and the The SETT Process

1. Consideration for AT and the TheSETT Process Bonnie Young CLIU 21 Joy Zabala, M.Ed.

2. AT Consideration IDEA 2004 and Ch 14 require that teams consider AT for every student with an IEP. • Initial consideration: Do we think this student needs AT in order to make progress or meet goals? • Ongoing consideration: Do we think we might need to do something differently?

3. Special Considerations: Before IEP Development • Is the student blind or visually impaired? • Is the student deaf or hearing Impaired? • Other special considerations • Communication Needs • Assistive technology devices and/or services • Limited English Proficiency • Behaviors that impede his/her learning • Transition services • Other

4. AT Consideration: For every student with an IEP Possible outcomes of team consideration: • AT is not needed • AT is in use and is effective/sufficient (as specified in IEP) • Team does not have enough information to make decision and will (as specified in IEP) • introduce well-planned trials of AT for identified task/tasks • obtain consultation or begin assessment process

5. Acronyms, Acronyms…. • Student - What are the student’s current needs and abilities? What does the student need to do? • Environment - What are the instructional and physical arrangements? What supports are available to the student (personnel and equipment)?

6. Acronyms, Acronyms…. • Tasks- What activities occur in the environment which enable progress toward mastery of identified goals? What are the critical elements of the activities? How might the activities be modified to accommodate the student’s special needs?

7. Acronyms, Acronyms…. • Tools - What low tech, no tech, and high tech options should be considered? What strategies might be used to invite increased student performance? How might the student try out the proposed system of tools in the customary environments in which they will be used?

8. The Student • Be global (at first) - “talk” or “write” need later elaboration • Invite active, nonjudgmental sharing of information • Establish consensus among team members as to what it is important for the student to be able to do • What are the barriers for this student?

9. The Environments • Consider multiple environments • Consider the anticipated arrangement of the environment • May include placement options as well as set up • Consider attitudes and expectations • critical to removing barriers for students using AT

10. The Tasks • Determine what opportunities are available that will enable the student to move toward mastery of goals • Begin with ‘what everyone else is doing” • Remember that tasks are not isolated skills, but clusters of skills • Most tasks require a multitude of steps

11. The Tools • This is where most people would like to begin! • Look at FEATURES that match the tasks and environments, as well as the student’s special needs and current abilities • Keep in mind that tools are services as well as “things”

12. Critical elements of Using the SETT Framework • Shared Knowledge • Decisions made based on an agreed-upon, mutually valid shared knowledge of student • Collaboration • Requires & supports collaboration of the team people involved in decision-making • Buy-in for implementation of any decisions

13. Critical elements of Using the SETT Framework • Communication • People communicate actively & respectfully • Multiple Perspectives • Multiple perspectives can be challenging, but critical to development of accurate, complete development of shared knowledge

14. Putting the SETT to Work • Promotes team-building and consensus • Uses clearly understood language • Values input from all participants • Requires broad-based participation

15. Putting the SETT to Work • Promotes logical thinking • Increases the likelihood that those supporting the student will see the relevancy of the technology and be more active in encouraging and supporting the student

16. The BIG Questions • Which students need assistive technology? • Those for whom AT is necessary to receive FAPE and to make progress in their educational program • What kind of technology is needed? • Determined on a case by case basis • Related directly to what is needed for a student to receive FAPE

17. More BIG Questions • Who is involved in making these decisions? • IEP team • Makes recommendations to a flexible MDT • May also include others significantly involved in the student’s education (medical personnel, peers)

18. Action Plans • For assessment • For short term loans • For implementation • For follow-up • For evaluation

19. Feature Match • Abilities-Needs-Expectations • Input-Processing-Output • Trials

20. Revise/Refine Feature Match • Identify features for consideration • Feature Match Checklists • Identify ways to mock-up or try out needed features • Don’t forget low tech options/back-up • Explore training opportunities • Manufacturer’s trainings • Local trainings

21. Trial Periods • Target meaningful and motivating activities • Activities should reflect key environments • Activities and environments should be consistent across trials • Documentation is essential! • Utilize short term loans and local resources • Borrow equipment to learn it before using it

22. What to try? Tools you have Demo versions/free downloads Lending collections Vendor loans

23. Why look at tools you have? • “The least complex solution that will remove barriers to achievement should be the first consideration.” • “10 Things Everyone Needs to Know About Assistive Technology in Schools in 2005”, Joy Zabala • Your data on the effectiveness of tools you have is an important step in the AT assessment process, and can point the team to other tools needed by a particular student.

24. QUESTIONS? WHAT’S NEXT? http://www.cambiumtech.com/special/webinars/archive.html (Hear it from the experts webinar J+oyZabala)