SETT
The
SETT Framework is used by schools when gathering data surrounding decisions
regarding the assistive technology needs of their students. Each letter stands
for an aspect that needs to be examined (Student, Environment, Tasks, Tools).
The needs and abilities of the student are
first examined. With respect to environment,
questions regarding the physical and instructional/classroom environment are
asked to see what is needed to ensure success. Next, with regards to tasks, the activities that the student
will be completing and any barriers that the student may face are examined. The
fourth component is tools, which
would examine the Assistive Technology available to the student . Throughout the process, the goal is to ensure
all areas are examined and that the needs of the student are being met with the
suggestions that are given.
The
Learning Team are a crucial component to ensuring the best decisions are made
in the interest of the student and their needs. This team is comprised of the classroom
teacher, educational assistants, special education teacher, clinicians,
parents, and the student.
Education Tech Points (ETP) is “a
tool to help school districts to determine and meet the assistive technology
needs of individual students and to evaluate and improve their assistive
technology services system wide” (Reed & Bowser, 1998, p. 1).
There are six Tech Points that are
the center of this framework. Within each point questions are asked to
determine the need of Assistive Technology to the student.
Tech Point #1-Referral-this is the
first step where the student in need of services is identified and how the AT
will assist them. Tech Point #2, Evaluation- examines whether or not the student is in need of Assistive Tech during the evaluation process and if the AT is needed as part of curricular modifications. What types of AT will enhance the students performance or academics?
Tech Point #3 - Extended Assessment - involves a trial period with one or more AT devices to ensure it is meeting the needs to the student.
Tech Point #4 - Plan Development- consisting of documenting that AT has been considered in the development of the IEP/SEP. Will the student need the AT to meet the goals outlined in their IEP/SEP?
Tech Point #5- Implementation-Three critical areas are identified: student training, staff training, and equipment management. It is important that the AT is used effectively so therefore all members need to have training. Also, for the AT to be effective it will need to be serviced and fixed/updated when necessary.
Tech Point #6-Periodic Review- the team reviews the implementation data and determines whether changes are needed. This includes any transitioning that may need to be done in the future.
The ETP process has outcomes built
in at each Tech Point. The ultimate outcome is that the student receives the AT
devices and services needed to access the curriculum and meet their IEP/SEP goals and objectives.
Wisconson Assistive
Technology Initiative
With the use of the resource manual, the goal of WATI is to offer a thorough assessment of an individuals AT needs. This assessment targets school age children and includes 10 different sections. Each of the sections focus on a different area such as, environment, communication, writing, etc. The information generated from this assessment is then used to aid IEP students in attaining their curricular goals by assigning the appropriate AT.
With the use of the resource manual, the goal of WATI is to offer a thorough assessment of an individuals AT needs. This assessment targets school age children and includes 10 different sections. Each of the sections focus on a different area such as, environment, communication, writing, etc. The information generated from this assessment is then used to aid IEP students in attaining their curricular goals by assigning the appropriate AT.
Matching
Person to Technology
This Model takes all aspects of an individual learning into consideration when applying the use or non-use of technology. The assessment/questionnaire examines three key areas; milieu, person, and technology. When used with school age children they will go into more detail and take into account learning objectives, past use of technology, and students characteristics. The goal of this process is to ensure that the person receives the technology which will best fit for their success.
Lifespan Access Profile with Severe or Multiple Disabilities
To assess student needs this model looks at and examines individuals and their behaviour within their environments. After the team based observations have been completed and collected, they set forth in completing a comprehensive plan to implement the appropriate technology. LAP which is implemented for individuals with severe disabilities. They examine several key areas which include: tolerance, distractibility, reinforcers, general health, and understanding cause and effect. Once all of these baselines have been established they are then compiled and analized by priority. Based on these findings AT is then assigned to the individual.
This Model takes all aspects of an individual learning into consideration when applying the use or non-use of technology. The assessment/questionnaire examines three key areas; milieu, person, and technology. When used with school age children they will go into more detail and take into account learning objectives, past use of technology, and students characteristics. The goal of this process is to ensure that the person receives the technology which will best fit for their success.
Lifespan Access Profile with Severe or Multiple Disabilities
To assess student needs this model looks at and examines individuals and their behaviour within their environments. After the team based observations have been completed and collected, they set forth in completing a comprehensive plan to implement the appropriate technology. LAP which is implemented for individuals with severe disabilities. They examine several key areas which include: tolerance, distractibility, reinforcers, general health, and understanding cause and effect. Once all of these baselines have been established they are then compiled and analized by priority. Based on these findings AT is then assigned to the individual.
Comparison/Analysis
When examining these 5 assistive technology models there are some glaring similarities. Each of these processes are assessing individuals with the goal of getting them the proper AT to meet their needs. These evaluations also examine primarily similar aspects of each student(milieu, person, communication). That being said the assessments are not all the same. LAP for instance assess through the use of observation while at the other end of the spectrum you have WATI which uses an assessment with 10 different sections. A final difference is that SETT and LAP can be used for both school age individuals as well as adults.
When examining these 5 assistive technology models there are some glaring similarities. Each of these processes are assessing individuals with the goal of getting them the proper AT to meet their needs. These evaluations also examine primarily similar aspects of each student(milieu, person, communication). That being said the assessments are not all the same. LAP for instance assess through the use of observation while at the other end of the spectrum you have WATI which uses an assessment with 10 different sections. A final difference is that SETT and LAP can be used for both school age individuals as well as adults.
Yes. The commonalities are the focus on the student first and their strengths and needs. Also what task are we asking the student to perform.
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