http:// joy zabala, at & leadership [email protected] joy smiley zabala, ed.d, atp setting the...

http://www.joyzabala.com

Joy Zabala, AT & LEADERSHIP

[email protected]

Joy Smiley Zabala, Ed.D, ATP

SETTing the Stage for Technology-Supported

Achievement



[email protected]

Framing the Session

• The Assistive Technology Context• Consideration of a students possible

need for Assistive Technology• The SETT Framework: a systematic

organizational tool for use in all phases of AT service delivery



[email protected]

A Sneak Preview of the SETT Framework

• SStudent

• EEnvironments

• TTasks

• TTools



[email protected]

The Goal of SETT Framework

… to build shared knowledge that can be used by collaborative teams to select and plan for use of

Student-centered,

Environmentally-useful, and

Tasks-focused

Tool systems

that foster the educational success of students with disabilities



[email protected]

Decision-Making Sequence Develop shared understanding of the Student, learning

Environments, and expected Tasks BEFORE Tools are considered or selected



[email protected]

CONSIDERATION OF SPECIAL FACTORS



[email protected]

The IEP team shall…

(v) consider whether the child needs assistive technology devices and services, with the exception of surgically implanted devices.

IDEA, 2004 P.L.108-446, Section 614(b)



[email protected]

Legal requirements tell us WHAT we need to do, but not HOW



[email protected]

Assistive Technology Consideration

Embedded within the

Special Education Process and the

IEP Development Process

Special Education

IEP Development

Assistive Technology Consideration



[email protected]

A 5-Step Model for Considering A Student’s AT Needs

Review present levels of performance and evaluation data

Develop goals and objectives

Identify tasks necessary to accomplish goals

Determine which tasks are difficult or impossible for the student at this time

Identify appropriate supports and services, including AT

STEP 1

STEP 3

STEP 2

STEP 4

STEP 5



[email protected]

Functional Skills

• Reading• Written Expression• Math• Problem-solving• Communication• Recreation• Daily organization

• Seating/Positioning• Hearing• Seeing• Self-Care• Mobility• Behavior• Specific task-related skills



[email protected]

• If the student is currently using AT, is the AT adequate to address the new goals and objectives?

• Does the student need AT to access the curriculum?

• Does the student need AT to access the technology used by other students?

• Could AT help the student work more independently?

Questions to Consider



[email protected]

NOT REQUIRED

NEED MORE INFO

REQUIRED

Results of AT Consideration



[email protected]

Results of Consideration

• AT is required• AT is not required• More information is

needed to make a decision



[email protected]

Document that AT is not required

Student needs are currently being met without assistive technology devices or services. The IEP Team anticipates that this student will make reasonable progress on IEP goals and the general educational curriculum with typically available supports and services.



[email protected]

Document whenAT is required

The IEP Team anticipates that this student will NOT make reasonable progress on IEP goals and the general educational curriculum without the support of assistive technology devices and/or services.

The specifics of the devices and services must be included in the IEP.



[email protected]

Some Examples of When AT is Required

• AT has been used to obtain present levels of performance and can adequately address the new goals and objectives.

• AT has been used to obtain present levels of performance, but different AT is needed to adequately address the new goals and objectives.

• AT has NOT been used previously but is needed to adequately address the new goals and objectives.



[email protected]

Some Examples of When More Information is Needed

• The IEP team is unsure about whether or not AT is needed (see assistance)

• The IEP team can describe what is needed, but needs help to determine what tools match the description (seek assistance identifying possible tools)



[email protected]

Some Examples of When More Information is Needed

• The IEP team knows AT is needed, but trials or an to determine which tool is most effective and efficient (seek assistance for developing a trial plan)

• The IEP team needs help determining the nature and extent and the AT devices and services (conduct trials or refer for an AT evaluation and document it in the IEP as an AT service)



[email protected]

NOT REQUIRED

NEED MORE INFO

REQUIRED

Ongoing Process



[email protected]

Evaluating Assistive Technology Needs



[email protected]

“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find

information on it.”

Samuel Johnson (1709 - 1784)



[email protected]

IDEA 2004Sec. 602.2(a)

Assistive technology service…such term includes …

(a) the evaluation of the needs of a child with a disability, including a

functional evaluation of the child in the child's customary

environment



[email protected]

“When is an AT evaluation needed?”



[email protected]

An AT Evaluation is needed when…

• The IEP team needs more information to make a decision about AT

• Changes result in the student’s needs not being met with current devices and/or services



[email protected]

Referral for an AT Evaluation

• Is important to the development of appropriate evaluation

• Includes information gathered during consideration

• Informs the IEP team and the evaluation team



[email protected]

“What is an AT evaluation?”



[email protected]

An AT Evaluation…

• Builds upon existing information from a variety of sources

• Determines how the student currently performs

• Determines the nature of barriers



[email protected]

An AT Evaluation Team…

Gathers and analyzes information

Uses data to make recommendations about

• The nature and extent of AT devices and services required

• How to support achievement of expected outcomes



[email protected]

Results of an AT Evaluation

• Need for AT devices and services • Nature and extent of AT devices and services, if

any, required to participate in and benefit from FAPE

Provides the IEP team with the information needed to make informed decisions about…



[email protected]

“How is an AT evaluation conducted?



[email protected]

Dynamic ATEvaluation (DATE)

Dynamic ATEvaluation (DATE)

1. Identify and define areas of concern

2. Gather information

3. Analyze information

4. Generate and prioritize potential solutions

D A T E



[email protected]

Dynamic AT Evaluation (DATE)

Dynamic AT Evaluation (DATE)

5. Develop the Trial Action Plan

6. Conduct trials and collect data on effectiveness

7. Formulate recommendations

8. Document

D A T E



[email protected]

Building Shared Knowledge with The SETT Framework



[email protected]

The SETT Framework

Student (Self)EnvironmentsTasksTools



[email protected]

The Goal of SETT Framework

… to guide collaborative teams in the

development and use of

Student-centered,

Environmentally-useful, and

Tasks-focused Tool systems

that foster the educational achievement of students with disabilities and their non-disabled peers.



[email protected]

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

The SETT Framework

The Environments• The customary environments in which the student is (or

can be) expected to learn and grow

The SETT Framework : Student, Environment, Tasks, & Tools

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



[email protected]

The SETT FrameworkThe Tools

• Everything that is needed by the student and others for the student accomplish the tasks in the places where they need to be done so that educational progress is achieved



[email protected]

Student (Self)

• What is the functional area of concern?

What does the student need to be able to do that is difficult or impossible to do independently at this time?

• Special needs (related to area of concern)

• Strengths and abilities (related to area of concern)

• Present levels of achievement

• Expectations (student’s)

• Evaluation information



[email protected]

Environments

– Barriers– Supports

• Arrangement (instructional, physical)

• Support (available to both the student and the staff)

• Materials and Equipment (commonly used by others in the environments)

• Access Issues (technological, physical, instructional)

• Attitudes and Expectations (staff, family, other)

Conditions within customary environments



[email protected]

Tasks

• The specific things that the student needs to be able to do to reach expectations and make progress

• The functional things that are a part of being actively involved in learning environments

• Communication• Instruction• Participation• Productivity• Environmental Control



[email protected]

THE SETT FRAMEWORK - PART I Collaborative Description of Student Need for Assistive Technology Devices and Services

Student: Date: Perspective:

EXAMINING CURRENT CONDITIONS TO ESTABLISH EDUCATIONAL NEED STUDENT ENVIRONMENTS TASKS

INFORMATION RELATED SPECIFICALLY TO THE STUDENT, INCLUDING SPECIFIC AREAS OF CONCERN, SPECIAL NEEDS, CURRENT ACHIEVEMENT, INTERESTS, GOALS, ETC. Build shared knowledge about the student

that can be used to identify need for tools, guide decisions about tools, and assist in planning implementation and evaluation of effectiveness.

Determine what still needs to be known and how it can be found out.

Add additional information as it becomes available through evaluation or implementation.

INFORMATION RELATED TO ANYONE WHO IS AROUND THE STUDENT OR ANYTHING THAT IS PROVIDED TO THE STUDENT. Build shared knowledge about the

environments in which the student is, or can be, expected to learn and grow. This information can be used to identify need for environmental supports and training, and assist in planning implementation and evaluation of effectiveness.



INFORMATION SPECIFICALLY RELATED TO THE DETAILS OF THE TASKS THAT ARE CRRENTLY REQUIRED OF THE STUDENT OR WILL BE REQUIRED IN THE NEAR FUTURE. Build shared knowledge about the tasks

that the student needs to do or learn to do that are currently difficult or impossible for the student to do at the expected level of independence.

This information can be used to identifying the type of tools needed, but will also play a critical role in planning implementation and evaluation of effectiveness.



CIRCLE AREAS THAT ARE BARRIERS TO STUDENT PROGRESS



[email protected]

Tools

• Whatever is needed by the student and others for the student to do the tasks in the environments in order to meet expectations

ABILITIES GOALSTOOLS



[email protected]

Tools for Students

• Accommodations • Modifications• Technology – AT, IT, UDL,

NIMAS• Diversified Instructional

Strategies• Supports• Services • Training • Documentation• Etc.

• Whatever is needed by the student to do the tasks in the environments in order to meet expectations



[email protected]

Tools for Others

• Support for Staff

• Training and support on:

• Decision-making

• Strategies

• Accommodations

• Modifications

• Device integration and operation

• Service delivery

• Etc.

• Whatever is needed by others for the student to do the tasks in the environments in order to meet expectations



[email protected]

Functional Skills

Reading

Written Expression

Math

Problem-solving

Communication

Recreation

Daily organization

Seating/PositioningHearingSeeingSelf-CareMobilityBehaviorSpecific task-related skills



[email protected]

Determining the Tools

• Determining characteristics of the Tool System• Brainstorming possible Tools• Matching characteristics to possible Tools• Selecting and recommending promising Tools• Justifying recommendations with SETT data• Planning for Implementation



[email protected]

THE SETT FRAMEWORK - PART II - A

Developing a Descriptor of an Assistive Technology Tool System and Brainstorming Tools that May Address Identified Student Needs

STUDENT: AREA OF ESTABLISHED NEED (See SETT:Part I): Enter one important descriptor or function in each column Enter one possible tool in each row



[email protected]

THE SETT FRAMEWORK - PART II - B Establishing Availability and Training Needs for Promising Tools

SHORT LIST OF TOOLS TOOL

AVAILABILITY

SERVICES (training, planning, coordination, etc) REQUIRED FOR EFFECTIVE USE

JUSTIFY CHOICES WITH SETT DATA AND FEATURE MATCH

S P A STUDENT STAFF FAMILY

KEY: S= Systemically available tools - Available to ALL students served by this system P= Programmatically available through special education services or other services for which identified student is qualified A= Additional tools that need to be acquired for this student.



[email protected]

Action ItemCollaborative Work

Describe what a system of tools that would be helpful to this student would be like. Justify the recommendations with SETT data.

Write descriptions across top of the Matrix.



[email protected]


BRAINSTORM a list of tools that match the descriptors that could be added to the student’s system

Don’t evaluate the items…Anything goes, at this stage.

Write brainstormed tools down left side of the Matrix.



[email protected]


Use the Matrix to match descriptions of the needed system to features of the brainstormed tools. Add other tools if needed.

For each tool, rank the approximate level to which each descriptor matches the tool.



[email protected]


Using the SETT Framework as a guide, review the matrix and determine what the team will recommend to the student’s IEP team. Remember to include devices, services, training, and anything else that is needed.

Make recommendations and justify them with SETT data.



[email protected]


Device(s) - what and why?Services - what, why and for whom?, Training - Content and for whom?Other needs or considerations?

Make recommendations and justify them with SETT data.



[email protected]


• Build shared knowledge using the SETT Framework as a guide and an organization tool.

• Determine what is known and what still needs to be found out.

• Determine when and how to seek additional information



[email protected]

Using the SETT Framework to Plan for Implementation

Using the SETT Framework to Plan for Implementation



[email protected]

Implementation Sequence



[email protected]

Revisiting the SETT Framework?

“Give me six good reasons!”

Edna M. Smiley“My Mom”

Re-SETT ?



[email protected]

Six Good Reasons to Re-SETTSix Good Reasons to Re-SETT

1. What was “known” may have changed.

2. New people may be involved.

3. New questions and/or information may have emerged

4. More specifics may be available.

5. Implementation plans need to be student-centered AND environmentally “friendly”

6. “Other-imposed” plans are rarely successful



[email protected]

Remember Two Things!

The SETT Framework is an ON-GOING !

Re-SETTing is not starting over…

It is a matter of keeping decision-guiding information, inclusive, accurate, and up to date!

Implementation Tip: Save As!

http:// joy zabala, at & leadership [email protected] joy smiley zabala, ed.d, atp setting the...

Documents