Assistive Technology

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Assistive Technology the SETT Process

• Elena Tobin, MS
• Educational Technology Coordinator
• The Vanguard School
• eltobin_at_vanguardschool-pa.org

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Agenda

• Introductions
• What Can You Do With It?
• SETT 101
• Case Studies
• Whats in the IEP?

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What Kind of Tech-Person are You?
What are ways you use technology?

• Teaching
• Word Processors for the writing process
• Internet Research
• Keyboarding
• Organizing files and folders on classroom
  computer
• Interwrite Boards TV/Computer projection

• Everyday
• Voicemail
• ATM
• Virtual card catalog
• Ordering a hoagie at WaWa
• Online Shopping
• Self-Scanner at the supermarket

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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

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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

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Types of Assistive Technology

• Augmentative Alternative Communication (AAC)
• Environmental Control
• Writing Devices/Computer Access
• Access Technology
• Devices for Visually Impaired
• Devices for Hearing Impaired

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Examples of Low Tech Options
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Mid TechPortable Word Processors
High TechDynamic Display Vocal Output Devices
A novel adaptation
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How it Comes Together

• Assistive Technology a system of tools that
  match a persons needs, abilities, tasks
• SETT a tool to help teams accomplish that match

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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 Cant Do in the Real World, I Can Do
  With My Mac

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Ready, SETT, Go!
The SETT Framework

• What is SETT?
• Student
• Environment
• Task
• Tools
• Joy Zabala, 1995

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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 changes.

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What Are NOT Factors of a SETTWith regards to
assistive technology

• One individuals 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

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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 Students special needs?
• What are the Students current abilities?
• Joy Zabala

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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

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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

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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

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Benefits of Using the SETT Process

• The process usually leads to an appropriate
  device/modification for the student
• It focuses all assistive technology discussions
  on curricular needs
• Allows teams to be pro-active with parents
• Creates a paper trail

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Who is Part of the Team?

• Teacher
• Parent
• Student
• Related Services (Speech, OT, PT, etc.)
• School Administration (if applicable)
• District Personnel (if applicable)

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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 writing device)
• Parent Home/School Connection
• Tasks on the Action Plan can be designated
• to specific people.

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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

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Meeting Dos Donts

• DO
• Offer parent your data regarding how their child
  is progressing
• Be mindful of what features of a device suits
  students needs best
• Listen to team members input for multiple
  perspectives!
• Give parents direction

• DONT SAY
• Thats too much work!
• We dont do that
• A laptop would be a good idea
• It costs too much

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SETT FORMS
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Helpful Hints for Action Plans

• Designate a class, or one task to conduct trial.
• Make sure to include training, support and what
  data will look like (if applicable)
• If you are unsure Action Plan can state
  Investigate options for.
• OR team can call IU/Education Agency
• Assign everyone responsibility - parents and
  students too!
• If not done - assign again.

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Sample Data Collection Log
Janes Technology Log
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After the SETT Meeting

• Team tries various classroom interventions and/or
  the student trials devices/software
• Data is collected to document trials
• Student has success with the adaptations and/or
  gets it!
• The team determines if the AT is
• needed to meet IEP/FAPE.

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What Makes it Work?

• Teamwork
• Collaboration
• Using team members strengths
• Many trials
• 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

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IEP DocumentationWhat 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 its 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

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More Resources

• Your districts Director of Special Education
• You AT Coordinator and AT Team Member
• www.joyzabala.com
• edtechdiva.wikispaces.com