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The SETT Framework

How do we decide what assistive technology would be most effective for a student?

with Sandra Gluth

Cross Curriculum Infusion Branch

Alberta Education

The SETT Framework

• Part One - introduction to the SETT Framework

• Part Two - example of how a SETT might be used to determine appropriate technology to support a student

• Part Three - developing an implementation plan and gathering data, myths and realities, other resources

“Our experience and research with students with a broad range of disabilities have left us convinced that there is no single program that will address all of their literacy learning needs, nor is there a single program that will address any individual child’s needs over time.”

~ From Children with Disabilities: Reading and Writing the Four-Blocks Way

What do we need to consider in deciding what assistive technology would be most effective?

The SETT Framework provides a structure for gathering data to inform assistive technology decisions.

Student

Environments

Tasks and activities

Tools (including both devices and services)

Dr. Joy Zabala http://joyzabala.com

http://joyzabala.com/

What do we need to consider when choosing the most effective technology solution?


Student

Environments



SETT Framework Joy Zabala http://joyzabala.com


What do we need to consider in deciding what assistive technology would be most effective?


Student

Environments



SETT Framework Joy Zabala http://joyzabala.com


• Mismatch of technology to student need

• Lack of consideration of training necessary for teacher and for student

• Lack of consideration of IT support needed for successful use of the technology

• Inappropriate tool for the task the student needs to accomplish

• Other?

Implications of not thinking through choice of assistive technology:

Unless a thoughtful decision making process has been used, abandonment of assistive technologies is not unusual.

Using the SETT Framework as a guide, it

is possible, from the start, to address and

overcome many of the obstacles which lead to

abandonment or “under-implementation”

of Tools.

Who might be part of the student’s learning team?

• What is the area of concern?

• What does the student need to do that they are currently having difficulty doing?

• What are the student's strengths and abilities?

• What is the problem that the student is having in the learning environment?

• What would success look like for this student?

• What are the student’s expectations?

STUDENT

Alberta Education Resource Disability/Medical Information for Classroom Teachers

http://www.learnalberta.ca/content/ieptLibrary/index.html


• Arrangement (instructional, physical)

• Support (available to both the student and the staff)

• Materials and Equipment (commonly used by others in the learning environments)

ENVIRONMENT

2. Next, the team looks at the student’s learning environment.

• Access Issues (technological, physical, instructional)

• Attitudes and Expectations (staff, family, other)

• What learning activities typically occur in the environment?

• What is everyone else doing?

• What activities support the student's learning goals?

• What are the current barriers to the student accomplishing the task(s)?

• What are the critical elements of the activities?

• How might the activities be modified to accommodate the student's special needs?

TASK 3. What are the specific things that the student needs to be able to do or learn to be actively involved in the learning experience and to be able to make educational progress?

• What no-tech, low-tech, or high-tech tools could be considered for a student with these needs and abilities, doing these tasks, in these environments?

• What strategies might be used to support and increase student performance?

• How might these tools and strategies be tried out with the student in the environments in which they will be used?

TOOLS

4. After the student, learning environments, and tasks have been fully explored, the tools can be considered and selected.

• Accommodations

• Modifications

• Technology

• Instructional supports or strategies

• Accessible materials

• Services

• Training

What is needed for success?

Educational Technology or Assistive Technology?

• Educational technology is generally used by all students.

• Assistive Technology for Learning (ATL) allows students to circumvent barriers and be able to actively participate in their learning.

BIGmacK Communicator

Educational technology or assistive technology?

BIGmacK Communicator


“For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible …”

National Council on Disability

AlphaSmart NEO


Some students have a preference for a word processor. They might be fast at keyboarding and appreciate the ability to be able to transfer their text quickly to a computer or laptop for editing.

For students who struggle with fine motor tasks and find writing with a traditional pencil and paper a barrier, a word processor would be a NECESSARY tool.

Assistive Technology is a continuum of tools, strategies, and services that match a student’s needs, abilities and tasks.

Assistive Technology Continuum

Explore possible solutions needed to meet goals:

Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading /writing guides or templates Enlarged worksheets

Mid Tech Tools Audio books eBooks Talking dictionary Digital voice recorder Text-to-speech Portable word processor Word prediction

High Tech Tools Voice recognition Augmentative communication device Software for manipulation of objects



Low Tech Tools • Pencil grips • Color coding • Highlighters • Slanted surfaces • Reading /writing

guides or templates • Enlarged

worksheets



Mid Tech Tools • Audio books • eBooks • Talking dictionary • Digital voice recorder • Text-to-speech • Portable word

processor • Word prediction



High Tech Tools • Voice recognition • Augmentative communication device • Software for manipulation of objects

“Technologies can increase student’s productivity, simplify complex tasks, provide informative feedback, supply a voice for children who cannot speak, replace pencils and books for children whose fingers or hands cannot manipulate traditional tools and media, and meet a variety of sensory needs.”


“Technology does not replace

good instruction; it makes good instruction more accessible given

the nature of the children’s significant differences.”


Levels of Support: Individual students receive differing levels of support at

different times and for different activities.

Assistive Technology

Universal Design for Learning

Levels of Support: Individual students receive differing levels of support

at different times and for different activities.

Assistive Technology


Choosing Levels of Supports

Universal

Targeted

Specialized Assistive Technology


Pause and

Reflect on Key Ideas

SETT Framework

End of Part One

You have just completed Part One of The SETT Framework: How do we decide what assistive technology would be most effective for a student? Part Two will highlight an example of how the SETT Framework might be used to determine appropriate technology to support a student.

The SETT Framework


with Sandra Gluth


Alberta Education

Part Two

SETTing an Example…

Sarah, Grade 5 Student

The following scenario will help you visualize how the SETT framework works.

Who might be part of this student’s learning team?

STUDENT

ENVIRONMENTs

•Tests administered orally •Scribe sometimes available •Access to laptops •Paired with other students for reading support •Parents preview text with Sarah when it is sent home •Parents read with her every evening •Access to a laptop and Internet at home

TASK

Book study that will require:

• independent reading both at home and at school

• written response to questions and reflective writing

TOOLS

• Laptop •Text-to-speech software •Word prediction software •Audio version of novel to be studied

Keep in mind…

• Technology is not magic! and by itself, it is not a solution.

• There is a great deal of work involved on the part of the learning team to ensure the successful integration of technology.

End of Part Two

You have just completed Part Two of The SETT Framework: How do we decide what assistive technology would be most effective for a student? Part Three will consider some of the myths and realities around assistive technology and provide resources for further information.

The SETT Framework


with Sandra Gluth


Alberta Education

Part Three

ATL Services . . .

… are the strategies, ideas, supports and personnel that are necessary to make the device(s) work for the student.

Collaboratively Developed Implementation Plan

• What additional information, if any, is needed to develop the AT implementation plan?

• What needs to be done and who will be responsible?

• How will the student be taught to choose an appropriate tool or strategy for a specific setting or activity?

• Who will review the success of the implementation plan?

Making Data-Informed Decisions

• Accomplishment of identified tasks

• How ATL is used

• Student preferences

• Productivity

• Participation

• Independence

• Quality of work

• Student satisfaction

• Speed and accuracy of performance

Changes targeted for data collection need to be observable and measurable, so that data is as objective as possible. Data might be collected on:

Making Data-Informed Decisions

At the end of the trial period, the learning team reviews collected data. Based on the results, the assistive technology may or may not be recommended.

Time to Reflect

What other key considerations need to be thought of and worked out for an assistive technology trial to be successful?

Reality: The right match between the AT tool, the student’s specific needs and the task at hand is critical. While one AT tool may work for one student, the same tool many not be appropriate for another student. And don’t forget, one student may need different tools for different tasks.

Fact Sheet: Myths and Realities of Assistive Technology used with

permission from the Learning Disabilities Association of Canada

Myth: One size fits all

Myth: Assistive technology is a copout…

Reality: Just as an individual in a wheelchair needs a ramp to go around stairs, an individual with learning disabilities needs tools to help work around obstacle in the areas of reading, writing, spelling, numbers, memory and/or organization.



Reality: Assistive technologies are tools that help individuals with learning disabilities meet everyday challenges. Assistive technology does not remove the difficulties which come with having a disability.

Myth: Assistive technology is a cure…



Reality: It only takes as long as it needs to take to understand and address the needs of the student. If the student’s needs are complex it may take a good bit of time. If not, it could be only moments.

Myth: It takes a lot of time to use the SETT Framework…

Joy Zabala (2010) http://joyzabala.com

Myth: Determining assistive technology needs is done only once…

Reality: Deciding what the needs are is an ongoing process and requires constant review of the goals for the student. Needs will change over time.



•What was “known” may have changed. • Learning expectations and/or environments may have

changed. •New people may be involved. •New questions and/or information may have emerged. •More specifics may be available. •New technologies may be available.

Time to Re-SETT! Reasons to Revisit the SETT Framework

Adapted from: Joy Zabala (2010) http://joyzabala.com

Our challenge is to think differently about how we address diverse learning needs.

We need to

ensure that ALL students have the tools and resources they need to be successful learners.

What can be done to provide a more flexible,

accessible, and engaging learning environment?

Abilities & Needs

Instruction and Resources

Achievement

There needs to be flexibility in the instruction and resources in order to achieve

the outcomes or goals.

LEARNER DIVERSITY

What was one ‘aha!’ moment?

What is something

you want to find out more about?

What is one question

you still have?

Pause and Reflect

Resources

• Using the SETT Framework to Level the Learning Field for Students with Disabilities http://joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf

• Inclusive Education Library, Learn Alberta, http://www.learnalberta.ca/content/ieptLibrary/index.html

• Assistive Technology Training Online Project (ATTO), University of Buffalo http://atto.buffalo.edu/registered/DecisionMaking

• Assistive Technology for Learning and the IPP Process, Alberta Education http://education.alberta.ca/media/525549/ipp9.pdf

• Myths and Realities of Assistive Technology, LD Association of Canada http://www.access.resources.ldao.ca/main/parents/resources/AT/myths.php

http://joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf


http://atto.buffalo.edu/registered/DecisionMaking

http://education.alberta.ca/media/525549/ipp9.pdf

http://www.access.resources.ldao.ca/main/parents/resources/AT/myths.php

Making a Difference

This resource provides teachers with an Alberta context for differentiated instruction, and information and strategies for implementing differentiated instructional practices to better meet the diverse learning needs of all students.

http://education.alberta.ca/teachers/resources/cross/making-a-difference.aspx







Making a Difference

Chapter 6 provides:

• information on planning for and using technology as part of a differentiated instruction approach.

• strategies and ideas for using technology to enhance instruction, motivate and engage students, offer choice, ensure accessibility, create flexible groupings and scaffold instruction.

• provides guidelines for choosing assistive technologies for specific learning needs.

Hey! Can I Try That? This 20-page workbook is designed to introduce assistive technology to teens. It provides simple text with worksheets they can complete to help them be more active participants in the selection and use of assistive technology. The full version can be downloaded from the WATI web site and copied as long as credits to the author and WATI are maintained.

http://www.educationtechpoints.org/manuals-materials/hey-can-i-try-that-1















Thank you!

Sandra Gluth Cross Curriculum Infusion Branch

Alberta Education

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