Assistive Technology & the SETT Process Elena Tobin, MS Educational Technology Coordinator The Vanguard School.

Report
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!

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