Assistive Technology & the SETT Process Elena Tobin, MS Educational Technology Coordinator The Vanguard School Agenda • Introductions • Types of AT • What Can You Do With It? • SETT 101 • Case Studies • What’s in the IEP? What Kind of “Tech-Person” are You? What are ways you use technology? Everyday: Voicemail ATM Virtual “card catalog” Ordering a hoagie at WaWa Online Shopping Self-Scanner at the supermarket Teaching: Word Processors for the writing process Internet Research Keyboarding Organizing files and folders on classroom computer Interactive whiteboards & TV/Computer projection Before We SETTle Down Definition 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… What Can You Do With It? To get us in the mood… With Your Group: Examine the objects on your table Decide how it can be used to support a student Be prepared to report out STOP & Think! How did the “Doohickey” activity impact your thinking about accommodating your students? 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! The SETT Framework What is SETT? • • • • Student Environment Task Tools Joy Zabala, 1995 To “SETT” or not to “SETT”… At what point can AT be a consideration… • 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/demands change. 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! The SETT Framework 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 Ready, SETT, Go! The SETT Framework 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 Ready, SETT, Go! The SETT Framework 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 Ready, SETT, Go! The SETT Framework 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 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 STOP & Think! Discuss with your table-mates positive outcomes of using the SETT process. 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 using a 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” STOP & Think! Discuss with your table-mates about something you learned about SETT meetings. 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. Sample Data Collection Log Jane’s Technology Log Date What Did Jane Use Today? (Touchscreen, keyboard, mouse, etc.) What is Jane’s Academic/Leisure Task? (letter rec, journal writing) What Skill is Jane Doing? How Did It Go? (likes & dislikes, any problems?) Case Studies With your SETT Team: Refer to your blue packet at this time! • Read your case study. • Focus on curriculum or social issues preventing student success, (weeding out irrelevant facts.) and document on SETT Framework poster. • Decide with your team what strategies/device would be good to try/trial. Add to your action plan. • Be Prepared to report out! 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 • 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 Documentation What 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 • PIAT & PaTTAN – PA STL programs • Any in NJ? ETTC? • Your district’s Director of Special Education • www.joyzabala.com • http://edtechdiva.wikispaces.com Don’t forget the online feedback survey!