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The SETT Framework

The SETT Framework. Zabala, J. The SETT Framework: Critical Areas to Consider When Making Informed Assistive Technology Decisions. NCIP. Retrieved June 4, 2007 from http://www2.edc.org/ncip/workshops/sett/SETT_Framework_article.html.

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The SETT Framework

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  1. The SETT Framework Zabala, J. The SETT Framework: Critical Areas to Consider When Making Informed Assistive Technology Decisions. NCIP. Retrieved June 4, 2007 from http://www2.edc.org/ncip/workshops/sett/SETT_Framework_article.html

  2. Individuals with Disabilities Education Act (IDEA, P.L. 101-476) • What procedures and practices do school personnel use in arriving at decisions regarding the provision of assistive technology devices and services?

  3. Questions… • Which students need assistive technology? • What kind of technology is needed? • Who is involved in making these decisions? • What sort of data should be gathered to aid in the decision-making process?

  4. Which students need assistive technology?... • those who need assistive technology in order to receive a free, appropriate public education. • The first "Big Question" in Assistive Technology today, however, is "what constitutes need?". • The definition of assistive technology is all-inclusive and its limitations have yet to be determined in the courts.

  5. What kind of technology is needed?.. • this must be determined on a case by case basis related directly to what is needed for a student to receive FAPE. (This is the second of the "Big Questions" in Assistive Technology and is equally undefined by legal action.)

  6. Who is involved in making these decisions?... • the student's IEP team, with recommendations from members of a flexible multidisciplinary team which includes the student, family members and/or caregivers, and appropriate educational and related services professionals.

  7. What sort of data should the multidisciplinary team gather to aid in the decision-making process?... • information about the Student, the Environment, the Tasks, and the Tools.

  8. The STUDENT • What does the Student need to do? • What are the Student's special needs? • What are the Student's current abilities?

  9. The ENVIRONMENT • What materials and equipment are currently available in the environment? • What is the physical arrangement? Are there special concerns? • What is the instructional arrangement? Are there likely to be changes? • What supports are available to the student? • What resources are available to the people supporting the student?

  10. The TASKS • What naturally occurring activities take place in the environment? • What is everyone else doing? • What activities support the student's curricular goals? • What are the critical elements of the activities? • How might the activities be modified to accommodate the student's special needs • How might technology support the student's active participation in those activities?

  11. The TOOLS • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the customary environments in which they will be used?

  12. Using SETT appropriately requires collaboration and promotes team-building.

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