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How can the SETT framework help to foster good decision making in determining assistive technology needs for students? Can you find other assessment strategies?

Here is a web site based out of Rhode Island on assessment and selection of assistive technology. -Brian []

KristinThe SETT framework is a useful assessment that is used as a precursor to fully developing an assistive technology plan for the student and is used to gather data before a plan is written up and started. It is comprised of : the Student and how he/she is currently functioning; The environment - what the setup is like, what resources are available, and if there are any concerns about the student interacting with their environment; The tasks: what activities the student participates in and how those activities might be adapted in order for the student to participate more independently; and The tools - what tools are available to assist the student in their classroom activities. The teacher or the team can use the SETT framework to evaluate a student and their assistive technology needs. It covers the basic areas of a student and their needs.

The National Institute for Literacy has a website that lists several options for assistive technology assessment tools in relation to struggling readers. http://www.nifl.gov/pipermail/technology/2006/000550.html

Jessica - The SETT framework can foster good decision making by fully determining a student's technology needs through thorough evaluations and hands-on practice using it. I like the analogy presented in the article regarding the tool of choice matching the job (the example they gave was using a saw to install shelving). It is true that while one tool may seem appropriate in a particular situation, it might not be effective in a different setting. Such is the case when considering functional needs of school versus home or recreational activities. Matching a student's needs with their goals and desires, as well as their developmental stage, are all important factors to consider when determining assistive technology needs for students. If students were able to try various tools to make sure they "fit", schools and districts could avoid financial waste and better enable their students to access the curriculum. Because the SETT framework emphasizes ongoing intervention evaluations, tools that do not fit the students' needs can be changed out and given to someone who might better benefit from the device.

I found this student handbook for choosing/using assitive technologies (http://www.educationtechpoints.org/manuals-materials/hey-can-i-try-that-1), and think it is pretty cool because it's written for teens to self-evaluate their strengths and weaknesses and realize what they can use to help them succeed. It begins with vignettes about students who have difficulties in specific areas and in each scenario the student learns to use various AT devices which ultimately lead to school success. The handbook is free and reproducible (with author recognition: Bowser & Reed) so anyone can access it on the web, and it is written in student(and family)-friendly language. Two versions are available: English or Spanish.

Jamie Taggart: The SETT framework can help foster good decision making in determining assistive technology needs for students. Its purpose is to attain data and organize it in a way that fosters appropriate decision making. The acronym SETT stands for "student, environment, tasks, and tools." When determining what assistive technology can be useful for a student it is important to keep all 4 of these aspects in mind to best assist the child. Although it is critical to perform a hands-on evaluation of a student's ability to perform a task and try out various tools, it is also very important to maintain an on-going assessment. Continued observations of the student in his or her natural environment and interviews and discussions with other individuals in that person's life are great ways to continue to gather vital data in order to determine what assistive technology the student needs. It is also important to not become overburdened with vast amounts of assessment data, but to organize the most important information into those 4 critical areas that SETT stands for. Between organized assessment data and continued observations, it will hopefully become clear what areas are in need and where assistive technology can best serve the student. I found a neat website entitled VI (vision impairment) Technology Assessment. It includes forms that are used to assess for possible AT use and progress monitoring reasons. It goes beyond vision impairment forms as well, and includes many other possible AT devices. http://www.tsbvi.edu/technology/tech-assess.htm

The SETT Framework provides school personnel with the guidelines to follow to ensure the correct assistive technology tools are provided to a child with special needs. Many factors have to be considered, such as what specific data needs to be collected to determine the needs of the student, who will be involved in making the decisions, and what are the specific needs of the child. As we discussed in class, detailed information on the student, his unique environments, and the tasks he will be required to perform will all have to be considered when determining the right piece of assistive technology that will address his needs and ensure his success. If a clearer focus is set on these factors, I believe fewer assistive technology devices will be abandoned or go unused. One size does not fit all and we have to be aware that each student has to be evaluated on an on-going basis to determine his need at that specific time. Professionals involved in the evaluation process must be aware of the tools that have already been utilized in order to determine what other options need to be explored. When the correct assistive technology device has been selected, evaluated on an on-going basis, and successfully implemented, a student's success will be significantly improved.
 * Donna**:

This is a website for educators who want to assess technology for struggling readers: []:

The SETT framework can help ensure good decision making when deciding to provide a student with assistive technology. I love the way the SETT framework uses a chart where you can list possible assistive technologies and different important functions of a student. This helps someone visually see what assistive technology could work best for a student.

I found another way to assess a need for assistive technology. It is a long questionnaire through the WATI web site. http://dpi.wi.gov/SPED/pdf/at-wati-asnat.pdf The web site asks questions like " what assistive technology have you tried" and, "what kind do you use"? It also surveys you about ways the student expresses them self or ways the student's learning can improve. It seems very in depth (more than SETT). -Katie

Rob - I found today's group assignment to be very enlightening even though it was a fictional situation. I think the primary focus when it comes to developing a IEP should be done exactly what we did today. We spent a large chunk of time detailing our student...his age, strengths, weaknesses, environments, interests, parental support, and his goals. If we as educators could spend that much time on each of our students to actually determine which tools would best benefit our youngsters, there is no telling where our society would go academically. Before we can just throw AT a child's way, it is mandatory that we first are able to determine if the AT we plan on giving the child will actually help the student achieve his or her goals. I would love to take time next year to meet with each of my kids, including my reg ed students and do something very similar to what we did today. The more we know about our students, the better we can plan to teach them.

The site that I found, http://www.isec2000.org.uk/abstracts/papers_s/sparks_1.htm, mentions that alternatives to the SETT would be creating checklists, setting up a rating system, and trial and error (However, I don't feel that is the most effective assesment)

Bill: The SETT framework is useful as a guide for identifying the needs, strengths and weaknesses of a particular student in different environments. Through the example that we completed in class, it was clear to me that SETT is great for brainstorming ideas for how AT can improve the capabilities of a student with disabilities. I like that SETT doesn't start with a consideration of AT devices, but rather asks important questions about the needs of the student first. Only after a careful consideration of these needs does the framework ask the team to identify possible AT solutions. However, I do believe the flow chart that we saw on the NATRI website might provide a better plan for followup/evaluation of the selected AT, and promotes more explicit consideration of the intangibles (student and family perceptions and resources) that could effect the introduction of AT in the classroom. This concern with following up on student progress is labeled re-SETT- ing and is addressed in the following link []

Brian- I think the SETT framework is useful because of the collaboration involved in identifying the supports and services required to help a student be successful. Collaboration between the teachers, administrators, family, and educational specialists can lead to the proper decisions to assist the student. They can assess the student, the environment, and the tasks the student would need assistance with better as a team then an individual teacher or specialist. The team can then implement a plan and suggest the proper assisstive technology based on the teams decision. The SETT framework has the foundation in place to help the team gather data and make informed suggestions.

Melissa- The SETT framework is a wonderful way to think about what assistive technology a student may or may not need. It is important to have a framework in mind when deciding about technology that may cost a lot of money. By considering the Student, Environment, Tasks, and Tools, it will offer a more organized idea of how to proceed if a teacher believes that a student need assistive technology. For those who have only a little bit of an idea what was even available let alone how to proceed with thinking about who can use what, SETT will help to think more organized about assistive technology. The SETT framework might additionally be a great way to present an assistive technology need to someone outside of the IEP team.

An additional website: http://www.ed.gov/pubs/EdTechGuide/index.html It was about evaluating assistive technologies, and offers questions to ask similar to the SETT framework, but it goes into greater detail.