Slide 1. Slide 2. Slide 3. The SETT Framework. The SETT Framework

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1 Slide 1 The SETT Framework How do we decide what assistive technology would be most effective for a student? with Sandra Gluth Curriculum Manager, Inclusive Education Alberta Education Slide 2 The SETT Framework Part One - introduction to the SETT Framework Part Two - example of how a SETT might be used to determine appropriate technology to support a student Part Three - developing an implementation plan and gathering data, myths and realities, other resources Slide 3 Our experience and research with students with a broad range of disabilities have left us convinced that there is no single program that will address all of their literacy learning needs, nor is there a single program that will address any individual child s needs over time. ~ From Children with Disabilities: Reading and Writing the Four-Blocks Way

2 Slide 4 What do we need to consider in deciding what assistive technology would be most effective? The SETT Framework provides a structure for gathering data to inform assistive technology decisions. Dr. Joy Zabala Student Environments Tasks and activities Tools (including both devices and services) Slide 5 What do we need to consider when choosing the most effective technology solution? The SETT Framework provides a structure for gathering data to inform assistive technology decisions. Student Environments Tasks and activities Tools (including both devices and services) SETT Framework Joy Zabala Slide 6 What do we need to consider in deciding what assistive technology would be most effective? The SETT Framework provides a structure for gathering data to inform assistive technology decisions. Student Environments Tasks and activities Tools (including both devices and services) SETT Framework Joy Zabala

3 Slide 7 Implications of not thinking through choice of assistive technology: Mismatch of technology to student need Lack of consideration of training necessary for teacher and for student Lack of consideration of IT support needed for successful use of the technology Inappropriate tool for the task the student needs to accomplish Other? Slide 8 Unless a thoughtful decision making process has been used, abandonment of assistive technologies is not unusual. Slide 9 Using the SETT Framework as a guide, it is possible, from the start, to address and overcome many of the obstacles which lead to abandonment or under-implementation of Tools.

4 Slide 10 Who might be part of the student s learning team? Slide 11 STUDENT What is the area of concern? What does the student need to do that they are currently having difficulty doing? What are the student's strengths and abilities? What is the problem that the student is having in the learning environment? What would success look like for this student? What are the student s expectations? Slide 12 Alberta Education Resource Disability/Medical Information for Classroom Teachers

5 Slide 13 Slide 14 ENVIRONMENT 2. Next, the team looks at the student s learning environment. Arrangement (instructional, physical) Support (available to both the student and the staff) Materials and Equipment (commonly used by others in the learning environments) Access Issues (technological, physical, instructional) Attitudes and Expectations (staff, family, other) Slide 15 TASK 3. What are the specific things that the student needs to be able to do or learn to be actively involved in the learning experience and to be able to make educational progress? What learning activities typically occur in the environment? What is everyone else doing? What activities support the student's learning goals? What are the current barriers to the student accomplishing the task(s)? What are the critical elements of the activities? How might the activities be modified to accommodate the student's special needs?

6 Slide 16 TOOLS 4. After the student, learning environments, and tasks have been fully explored, the tools can be considered and selected. What no-tech, low-tech, or high-tech tools could be considered for a student with these needs and abilities, doing these tasks, in these environments? What strategies might be used to support and increase student performance? How might these tools and strategies be tried out with the student in the environments in which they will be used? Slide 17 What is needed for success? Accommodations Modifications Technology Instructional supports or strategies Accessible materials Services Training Slide 18 Educational Technology or Assistive Technology? Educational technology is generally used by all students. Assistive Technology for Learning (ATL) allows students to circumvent barriers and be able to actively participate in their learning.

7 Slide 19 BIGmacK Communicator Educational technology or assistive technology? Slide 20 BIGmacK Communicator Educational technology or assistive technology? For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible National Council on Disability Slide 21 Educational technology or assistive technology? AlphaSmart NEO

8 Slide 22 Some students have a preference for a word processor. They might be fast at keyboarding and appreciate the ability to be able to transfer their text quickly to a computer or laptop for editing. Slide 23 For students who struggle with fine motor tasks and find writing with a traditional pencil and paper a barrier, a word processor would be a NECESSARY tool. Slide 24 Assistive Technology Continuum Assistive Technology is a continuum of tools, strategies, and services that match a student s needs, abilities and tasks. Explore possible solutions needed to meet goals: Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading /writing guides or templates Enlarged worksheets Mid Tech Tools Audio books ebooks Talking dictionary Digital voice recorder Text-to-speech Portable word processor Word prediction High Tech Tools Voice recognition Augmentative communication device Software for manipulation of objects

9 Slide 25 Assistive Technology Continuum Assistive Technology is a continuum of tools, strategies, and services that match a student s needs, abilities and tasks. Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading /writing guides or templates Enlarged worksheets Slide 26 Assistive Technology Continuum Assistive Technology is a continuum of tools, strategies, and services that match a student s needs, abilities and tasks. Mid Tech Tools Audio books ebooks Talking dictionary Digital voice recorder Text-to-speech Portable word processor Word prediction Slide 27 Assistive Technology Continuum Assistive Technology is a continuum of tools, strategies, and services that match a student s needs, abilities and tasks. High Tech Tools Voice recognition Augmentative communication device Software for manipulation of objects

10 Slide 28 ~ From Children with Disabilities: Reading and Writing the Four-Blocks Way Technologies can increase student s productivity, simplify complex tasks, provide informative feedback, supply a voice for children who cannot speak, replace pencils and books for children whose fingers or hands cannot manipulate traditional tools and media, and meet a variety of sensory needs. Slide 29 Technology does not replace good instruction; it makes good instruction more accessible given the nature of the children s significant differences. ~ From Children with Disabilities: Reading and Writing the Four-Blocks Way Slide 30 Levels of Support: Individual students receive differing levels of support at different times and for different activities. Assistive Technology Universal Design for Learning

11 Slide 31 Levels of Support: Individual students receive differing levels of support at different times and for different activities. Assistive Technology Universal Design for Learning Slide 32 Levels of Support: Individual students receive differing levels of support at different times and for different activities. Assistive Technology Universal Design for Learning Slide 33 Choosing Levels of Supports Assistive Technology Specialized Targeted Universal Design for Learning Universal

12 Slide 34 SETT Framework Pause and Reflect on Key Ideas Slide 35 End of Part One You have just completed Part One of The SETT Framework: How do we decide what assistive technology would be most effective for a student? Part Two will highlight an example of how the SETT Framework might be used to determine appropriate technology to support a student.