Assistive Technology & the SETT Process

Elena Tobin, MSEducational Technology CoordinatorThe Vanguard School

eltobin@vanguardschool-pa.org

Agenda

• Introductions• What Can You Do With It?

• SETT 101• Case Studies• What’s in the IEP?

What Kind of “Tech-Person” are You?

Teaching: Word Processors for the writing processInternet ResearchKeyboardingOrganizing files and folders on classroom computerInterwrite Boards & TV/Computer projection

What are ways you use technology?

Everyday: VoicemailATMVirtual “card catalog”Ordering a hoagie at WaWaOnline ShoppingSelf-Scanner at the supermarket

Before We SETTle DownDefinition of AT:

• Devices: “…any item, piece of equipment, or

product system, whether acquired commercially, off the shelf, modified or customized, that is used to maintain or improve the functional capabilities of children with disabilities.

» IDEA part B 34 C.F.R. Part 300

Before We SETTle Down

• Services:Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

This term includes:

• Evaluation• Purchasing• Selecting, designing, fitting, customizing,

repairing• Coordinating other therapies• Training for families and other

professionals

Types of Assistive Technology

• Augmentative & Alternative Communication (AAC)

• Environmental Control

• Writing Devices/Computer Access

• Access Technology• Devices for Visually Impaired• Devices for Hearing Impaired

Examples of Low Tech Options

“Mid Tech”Portable Word

Processors

“High Tech”Dynamic Display

Vocal Output Devices

A novel adaptation…

How it Comes Together…

• Assistive Technology: a system of tools that match a person’s needs, abilities, tasks

• SETT: a tool to help teams accomplish that match

Meet Joe Barnick• Joe Barnick was born with spinal muscular

atrophy and cannot use a keyboard or mouse, yet thanks to assistive technology he can use his computer to do all those things he cannot do in real life. He explains how he uses his computer to design and edit the AssistiveWare Newsletter with Adobe InDesign, write college papers in Word, chat with family and friends with iChat, and buys exotic ingredients and Japanese anime figures on the internet.

• Everything I Can’t Do in the Real World, I Can Do With My Mac

Ready, SETT, Go!

What is SETT?• Student• Environment• Task• Tools

Joy Zabala, 1995

The SETT Framework

To “SETT” or not to “SETT”…

• The student cannot communicate or write effectively

• When the classroom interventions seem to not give appropriate curriculum access. (beyond the SDI)

• The student needs the AT support in order to receive FAPE

• Once a SETT, always a SETT• Need to keep up, check in, especially as

curriculum changes.

At what point can AT be a consideration…

What Are NOT Factors of a SETT:With regards to assistive technology:

• One individual’s great idea

• “Bells and whistles”

• A way to keep parents off your back

• Prompted by 20/20, 60 Minutes or “What I read in the paper last night”

• Staff opinion or inconvenience

• Cost

Ready, SETT, Go!

What is SETT?

The Student:• The person who is the central focus of the educational process

and for whom everyone involved in any part of the educational program is an advocate.

“Meeting Speak”: • What does the student need to do?• What are the Student’s special needs?• What are the Student’s current abilities?

Joy Zabala

The SETT Framework

Ready, SETT, Go!

What is SETT?

The Environment: • The customary environments in which the

student is (or can be) expected to learn and grow.

“Meeting Speak”: • Tell me about how your instructional arrangement?• Are there materials and equipment in the room

that help already?• Access Issues – Can Johnny use a conventional

computer set-up?• Are there any special concerns?

Joy Zabala

The SETT Framework

Ready, SETT, Go!

What is SETT?

The Tasks:• The specific things that the student needs to be able

to do or learn to do to reach expectations and make educational progress.

“Meeting Speak”: • Curriculum Demands• Handwriting• Any Projects?• Tell me about his/her typing skills

Joy Zabala

The SETT Framework

Ready, SETT, Go!

What is SETT?The Tools:• Everything that is needed by the student and others for the

student to accomplish the tasks in the places where they need to be done so that educational progress is achieved.

“Meeting Speak”: • What is being used to help the student?• What can be explored? • Device?• Service?• No-tech, low-tech, high-tech?

Joy Zabala

The SETT Framework

Benefits of Using the SETT Process

1. The process usually leads to an appropriate device/modification for the student

2. It focuses all assistive technology discussions on curricular needs

3. Allows teams to be pro-active with parents

4. Creates a paper trail

Who is Part of the Team?

• Teacher• Parent• Student• Related Services (Speech, OT, PT, etc.)

• School Administration (if applicable)

• District Personnel (if applicable)

Any “Team Leaders”?Typical “go to” people on a SETT Team:

• Speech - Communication AT

• OT/PT (if applicable) Motor issues/typing • Teacher – observations, implementation of

classroom strategies, collection of writing samples (if writing device)

• Parent – Home/School Connection

** Tasks on the Action Plan can be designated to specific people.

What Does it Looks Like?• Open the “AT Forum” with team briefly before or while IEP is

discussed

• Discuss preliminary student information, if a new case

• Review Action Plan from prior meeting – how is team progressing with trials

• Gather input from all team members

• Document tasks for subsequent months:• Strategies & Trials• Training & Troubleshooting• Data gathering• Resources

• Decide on a good time to reconvene as a team

Meeting Dos & Don’ts

DO:Offer parent your data regarding how their child is progressing

Be mindful of what features of a device suits student’s needs best

Listen to team member’s input for multiple perspectives!

Give parents direction

DON’T SAY:“That’s too much work”!

“We don’t do that”

“A laptop would be a good idea”

“It costs too much”

SETT FORMS

Helpful Hints for Action Plans 1. Designate a class, or one task to conduct

trial.

2. Make sure to include training, support and what data will look like (if applicable)

3. If you are unsure – Action Plan can state: “Investigate options for…”.

4. OR team can “call IU”/Education Agency

5. Assign everyone responsibility - parents and students too!

6. If not done - assign again.

After the SETT Meeting

1. Team tries various classroom interventions and/or the student trials devices/software

2. Data is collected to document trials

3. Student has success with the adaptations and/or gets it!

4. The team determines if the AT is needed to meet IEP/FAPE.

What Makes it Work?• Teamwork

• Collaboration

• Using team members’ strengths

• Many trials

• Focusing on the device features that suit the child, not brand names or bells and whistles

• Support from everyone

• The student is able to do something they struggled with before….. Better

IEP DocumentationWhat to look for…

• Considerations Page – Assistive Technology Checked

• Present Educational Levels – Teachers can mention how device/strategy positively impacts student learning

• SDIs – “Ongoing in the SETT Process”, generic name of device (if applicable), and identify where and when it’s used – “Use of portable word processor for Language Arts”

• Supports for School Personnel “Support and training for AT implementation provided by Educational Technology/AT Consultant”

More Resources

Your district’s Director of Special Education

You AT Coordinator and AT Team Member

• www.joyzabala.com• edtechdiva.wikispaces.com