Joy Smiley Zabala, Ed.D, ATP

1. SETTing the Stage for Technology-Supported Achievement Joy Smiley Zabala, Ed.D, ATP

2. Framing the Session • The Assistive Technology Context • Consideration of a students possible need for Assistive Technology • The SETT Framework: a systematic organizational tool for use in all phases of AT service delivery

3. Student Environments Tasks Tools A Sneak Preview of the SETT Framework

4. The Goal of SETT Framework • … to build shared knowledge that can be used by collaborative teams to select and plan for use of • Student-centered, • Environmentally-useful, and • Tasks-focused • Tool systems • that foster the educational success of students with disabilities

5. Decision-Making Sequence Develop shared understanding of the Student, learning Environments, and expected Tasks BEFORE Tools are considered or selected

6. CONSIDERATION OF SPECIAL FACTORS

7. The IEP team shall… • (v) consider whether the child needs assistive technology devices and services, with the exception of surgically implanted devices. IDEA, 2004 P.L.108-446, Section 614(b)

8. Legal requirements tell us WHAT we need to do, but not HOW

9. Special Education IEP Development Assistive Technology Consideration Assistive Technology Consideration • Embedded within the • Special Education Process and the • IEP Development Process

10. A 5-Step Model for Considering A Student’s AT Needs • Review present levels of performance and evaluation data • Develop goals and objectives • Identify tasks necessary to accomplish goals • Determine which tasks are difficult or impossible for the student at this time • Identify appropriate supports and services, including AT STEP 1 STEP 2 STEP 3 STEP 4 STEP 5

11. Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills Functional Skills

12. Questions to Consider • If the student is currently using AT, is the AT adequate to address the new goals and objectives? • Does the student need AT to access the curriculum? • Does the student need AT to access the technology used by other students? • Could AT help the student work more independently?

13. Results of AT Consideration REQUIRED NOT REQUIRED NEED MORE INFO

14. AT is required AT is not required More information is needed to make a decision Results of Consideration

15. Student needs are currently being met without assistive technology devices or services. The IEP Team anticipates that this student will make reasonable progress on IEP goals and the general educational curriculum with typically available supports and services. Document that AT is not required

16. The IEP Team anticipates that this student will NOT make reasonable progress on IEP goals and the general educational curriculum without the support of assistive technology devices and/or services. Document whenAT is required The specifics of the devices and services must be included in the IEP.

17. Some Examples of When AT is Required AT has been used to obtain present levels of performance and can adequately address the new goals and objectives. AT has been used to obtain present levels of performance, but different AT is needed to adequately address the new goals and objectives. AT has NOT been used previously but is needed to adequately address the new goals and objectives.

18. Some Examples of When More Information is Needed The IEP team is unsure about whether or not AT is needed (see assistance) The IEP team can describe what is needed, but needs help to determine what tools match the description (seek assistance identifying possible tools)

19. Some Examples of When More Information is Needed The IEP team knows AT is needed, but trials or an to determine which tool is most effective and efficient (seek assistance for developing a trial plan) The IEP team needs help determining the nature and extent and the AT devices and services (conduct trials or refer for an AT evaluation and document it in the IEP as an AT service)

20. Ongoing Process REQUIRED NOT REQUIRED NEED MORE INFO

21. Evaluating Assistive Technology Needs

22. “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information on it.” Samuel Johnson (1709 - 1784)

23. IDEA 2004Sec. 602.2(a) Assistive technology service… such term includes … (a) the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment

24. “When is an AT evaluation needed?”

25. An AT Evaluation is needed when… • The IEP team needs more information to make a decision about AT • Changes result in the student’s needs not being met with current devices and/or services

26. Referral for an AT Evaluation • Is important to the development of appropriate evaluation • Includes information gathered during consideration • Informs the IEP team and the evaluation team

27. “What is an AT evaluation?”

28. An AT Evaluation… • Builds upon existing information from a variety of sources • Determines how the student currently performs • Determines the nature of barriers

29. An AT Evaluation Team… • Gathers and analyzes information • Uses data to make recommendations about • The nature and extent of AT devices and services required • How to support achievement of expected outcomes

30. Results of an AT Evaluation • Need for AT devices and services • Nature and extent of AT devices and services, if any, required to participate in and benefit from FAPE Provides the IEP team with the information needed to make informed decisions about…

31. “How is an AT evaluation conducted?

32. D A T E Dynamic ATEvaluation (DATE) • Identify and define areas of concern • Gather information • Analyze information • Generate and prioritize potential solutions

33. D A T E Dynamic AT Evaluation (DATE) • Develop the Trial Action Plan • Conduct trials and collect data on effectiveness • Formulate recommendations • Document

34. Building Shared Knowledge with The SETT Framework

35. The SETT Framework • Student (Self) • Environments • Tasks • Tools

36. The Goal of SETT Framework • … to guide collaborative teams in the • development and use of • Student-centered, • Environmentally-useful, and • Tasks-focused Tool systems • that foster the educational achievement of students with disabilities and their non-disabled peers.

37. The SETT Framework The SETT Framework : Student, Environment, Tasks, & Tools • 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 • The Environments • The customary environments in which the student is (or can be) expected to learn and grow • 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

38. The SETT Framework • The Tools • Everything that is needed by the student and others for the student accomplish the tasks in the places where they need to be done so that educational progress is achieved

39. Student (Self) • What is the functional area of concern? • What does the student need to be able to do that is difficult or impossible to do independently at this time? • Special needs (related to area of concern) • Strengths and abilities (related to area of concern) • Present levels of achievement • Expectations (student’s) • Evaluation information

40. Environments Conditions within customary environments • Barriers • Supports • Arrangement (instructional, physical) • Support (available to both the student and the staff) • Materials and Equipment (commonly used by others in the environments) • Access Issues (technological, physical, instructional) • Attitudes and Expectations (staff, family, other)

41. Tasks • The specific things that the student needs to be able to do to reach expectations and make progress • The functional things that are a part of being actively involved in learning environments • Communication • Instruction • Participation • Productivity • Environmental Control

43. ABILITIES GOALS TOOLS Tools • Whatever is needed by the student and others for the student to do the tasks in the environments in order to meet expectations

44. Tools for Students • Accommodations • Modifications • Technology – AT, IT, UDL, NIMAS • Diversified Instructional Strategies • Supports • Services • Training • Documentation • Etc. • Whatever is needed by the student to do the tasks in the environments in order to meet expectations

45. Tools for Others • Support for Staff • Training and support on: • Decision-making • Strategies • Accommodations • Modifications • Device integration and operation • Service delivery • Etc. • Whatever is needed by others for the student to do the tasks in the environments in order to meet expectations

46. Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills Functional Skills

47. Determining the Tools Determining characteristics of the Tool System Brainstorming possible Tools Matching characteristics to possible Tools Selecting and recommending promising Tools Justifying recommendations with SETT data Planning for Implementation

50. Action ItemCollaborative Work Describe what a system of tools that would be helpful to this student would be like. Justify the recommendations with SETT data. Write descriptions across top of the Matrix.