Transcript Design Process

Joy Zabala,
AT & LEADERSHIP
SETTing the Stage for
Technology-Supported
Achievement
Joy Smiley Zabala, Ed.D, ATP
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
A Sneak Preview of the
SETT Framework
• Student
• Environments
• Tasks
• Tools
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
Decision-Making Sequence
Develop shared understanding of the Student, learning
Environments, and expected Tasks BEFORE Tools are considered
or selected
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Joy Zabala,
AT & LEADERSHIP
CONSIDERATION OF
SPECIAL FACTORS
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Joy Zabala,
AT & LEADERSHIP
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)
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Joy Zabala,
AT & LEADERSHIP
Legal requirements tell us WHAT
we need to do, but not HOW
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Joy Zabala,
AT & LEADERSHIP
Assistive Technology Consideration
Embedded within the
Special Education Process and the
IEP Development Process
Special Education
IEP Development
Assistive Technology
Consideration
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Joy Zabala,
AT & LEADERSHIP
A 5-Step Model for Considering
A Student’s AT Needs
STEP 1
Review present levels of performance
and evaluation data
STEP 2
Develop goals and objectives
STEP 3
Identify tasks necessary to accomplish
goals
STEP 4
Determine which tasks are difficult or
impossible for the student at this time
STEP 5
Identify appropriate supports and
services, including AT
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Joy Zabala,
AT & LEADERSHIP
Functional Skills
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•
•
Reading
Written Expression
Math
Problem-solving
Communication
Recreation
Daily organization
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•
•
•
•
•
•
•
Seating/Positioning
Hearing
Seeing
Self-Care
Mobility
Behavior
Specific task-related skills
http://www.joyzabala.com
Joy Zabala,
AT & LEADERSHIP
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?
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Joy Zabala,
AT & LEADERSHIP
Results of AT Consideration
REQUIRED
NOT REQUIRED
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Joy Zabala,
AT & LEADERSHIP
Results of Consideration
• AT is required
• AT is not required
• More information is
needed to make a decision
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Joy Zabala,
AT & LEADERSHIP
Document that
AT is not required
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.
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Joy Zabala,
AT & LEADERSHIP
Document when
AT is required
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.
The specifics of the devices and
services must be included in the IEP.
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Joy Zabala,
AT & LEADERSHIP
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.
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Joy Zabala,
AT & LEADERSHIP
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)
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Joy Zabala,
AT & LEADERSHIP
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)
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Joy Zabala,
AT & LEADERSHIP
Ongoing Process
REQUIRED
NOT REQUIRED
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Joy Zabala,
AT & LEADERSHIP
Evaluating
Assistive
Technology
Needs
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Joy Zabala,
AT & LEADERSHIP
“Knowledge is of two kinds. We know a subject
ourselves, or we know where we can find
information on it.”
Samuel Johnson (1709 - 1784)
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Joy Zabala,
AT & LEADERSHIP
IDEA 2004
Sec. 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
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Joy Zabala,
AT & LEADERSHIP
“When is an AT
evaluation needed?”
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
“What is an AT
evaluation?”
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Joy Zabala,
AT & LEADERSHIP
An AT Evaluation…
• Builds upon existing information from a
variety of sources
• Determines how the student currently
performs
• Determines the nature of barriers
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
Results of an AT Evaluation
Provides the IEP team with the information needed to
make informed decisions about…
• Need for AT devices and services
• Nature and extent of AT devices and services, if
any, required to participate in and benefit from
FAPE
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Joy Zabala,
AT & LEADERSHIP
“How is an AT evaluation
conducted?
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Joy Zabala,
AT & LEADERSHIP
DAT E
1.
2.
3.
4.
Dynamic AT
Evaluation (DATE)
Identify and define areas of concern
Gather information
Analyze information
Generate and prioritize potential solutions
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Joy Zabala,
AT & LEADERSHIP
DAT E
5.
6.
7.
8.
Dynamic AT Evaluation
(DATE)
Develop the Trial Action Plan
Conduct trials and collect data on effectiveness
Formulate recommendations
Document
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Joy Zabala,
AT & LEADERSHIP
Building Shared Knowledge with
The SETT Framework
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Joy Zabala,
AT & LEADERSHIP
The SETT Framework
Student (Self)
Environments
Tasks
Tools
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http://www.joyzabala.com
Joy Zabala,
AT & LEADERSHIP
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.
[email protected]
http://www.joyzabala.com
Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
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)
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Joy Zabala,
AT & LEADERSHIP
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
•
•
•
•
•
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Communication
Instruction
Participation
Productivity
Environmental Control
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Joy Zabala,
AT & LEADERSHIP
THE SETT FRAMEWORK - PART I
Collaborative Description of Student Need for Assistive Technology Devices and Services
Student:
Date:
Perspective:
EXAMINING CURRENT CONDITIONS TO ESTABLISH EDUCATIONAL NEED
STUDENT
ENVIRONMENTS
TASKS
INFORMATION RELATED SPECIFICALLY
TO THE STUDENT, INCLUDING SPECIFIC
AREAS OF CONCERN, SPECIAL NEEDS,
CURRENT ACHIEVEMENT, INTERESTS,
GOALS, ETC.
INFORMATION RELATED TO ANYONE
WHO IS AROUND THE STUDENT OR
ANYTHING THAT IS PROVIDED TO THE
STUDENT.
INFORMATION SPECIFICALLY RELATED
TO THE DETAILS OF THE TASKS THAT
ARE CRRENTLY REQUIRED OF THE
STUDENT OR WILL BE REQUIRED IN
THE NEAR FUTURE.
Build shared knowledge about the student
that can be used to identify need for tools,
guide decisions about tools, and assist in
planning implementation and evaluation of
effectiveness.
Determine what still needs to be known and
how it can be found out.
Add additional information as it becomes
available through evaluation or
implementation.
Build shared knowledge about the
environments in which the student is, or
can be, expected to learn and grow. This
information can be used to identify need for
environmental supports and training, and
assist in planning implementation and
evaluation of effectiveness.
Determine what still needs to be known and
how it can be found out.
Add additional information as it becomes
available through evaluation or
implementation.
Build shared knowledge about the tasks
that the student needs to do or learn to do
that are currently difficult or impossible for
the student to do at the expected level of
independence.
This information can be used to identifying
the type of tools needed, but will also play a
critical role in planning implementation and
evaluation of effectiveness.
Determine what still needs to be known and
how it can be found out.
Add additional information as it becomes
available through evaluation or
implementation.
CIRCLE AREAS THAT ARE BARRIERS TO STUDENT PROGRESS
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Joy Zabala,
AT & LEADERSHIP
Tools
• Whatever is needed by the student and others
for the student to do the tasks in the
environments in order to meet expectations
ABILITIES
GOALS
TOOLS
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Joy Zabala,
AT & LEADERSHIP
Tools for Students
• Whatever is needed by the student to do the tasks in the
environments in order to meet expectations
• Accommodations
• Modifications
• Technology – AT, IT, UDL,
NIMAS
• Diversified Instructional
Strategies
• Supports
• Services
• Training
• Documentation
• Etc.
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Joy Zabala,
AT & LEADERSHIP
Tools for Others
• Whatever is needed by others for the student to do the tasks
in the environments in order to meet expectations
• Support for Staff
• Training and support on:
• Decision-making
• Strategies
• Accommodations
• Modifications
• Device integration and
operation
• Service delivery
• Etc.
[email protected]
http://www.joyzabala.com
Joy Zabala,
AT & LEADERSHIP
Functional Skills
Reading
Written Expression
Math
Problem-solving
Communication
Recreation
Daily organization
[email protected]
Seating/Positioning
Hearing
Seeing
Self-Care
Mobility
Behavior
Specific task-related skills
http://www.joyzabala.com
Joy Zabala,
AT & LEADERSHIP
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
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Joy Zabala,
AT & LEADERSHIP
THE SETT FRAMEWORK - PART II - A
Developing a Descriptor of an Assistive Technology Tool System and
Brainstorming Tools that May Address Identified Student Needs
STUDENT:
AREA OF ESTABLISHED NEED (See SETT:Part I):
Enter one important
descriptor or function in
each column
Enter one possible tool
in each row
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Joy Zabala,
AT & LEADERSHIP
THE SETT FRAMEWORK - PART II - B
Establishing Availability and Training Needs for Promising Tools
SHORT LIST OF TOOLS
JUSTIFY CHOICES WITH SETT
DATA AND FEATURE MATCH
KEY:
TOOL
AVAILABILITY
S
P
A
SERVICES (training, planning, coordination, etc) REQUIRED
FOR EFFECTIVE USE
STUDENT
STAFF
FAMILY
S= Systemically available tools - Available to ALL students served by this system
P= Programmatically available through special education services or other services for which identified student is qualified
A= Additional tools that need to be acquired for this student.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative 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.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative Work
BRAINSTORM a list of tools that match
the descriptors that could be added to
the student’s system
Don’t evaluate the items…Anything
goes, at this stage.
Write brainstormed tools down left side
of the Matrix.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative Work
Use the Matrix to match descriptions of the
needed system to features of the
brainstormed tools. Add other tools if
needed.
For each tool, rank the approximate level to
which each descriptor matches the tool.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative Work
Using the SETT Framework as a guide, review
the matrix and determine what the team will
recommend to the student’s IEP team.
Remember to include devices, services,
training, and anything else that is needed.
Make recommendations and justify them with
SETT data.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative Work
Device(s) - what and why?
Services - what, why and for whom?,
Training - Content and for whom?
Other needs or considerations?
Make recommendations and justify
them with SETT data.
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Joy Zabala,
AT & LEADERSHIP
Action Item
Collaborative Work
• Build shared knowledge using the
SETT Framework as a guide and
an organization tool.
• Determine what is known and what
still needs to be found out.
• Determine when and how to seek
additional information
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Joy Zabala,
AT & LEADERSHIP
Using the SETT Framework to Plan for
Implementation
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Joy Zabala,
AT & LEADERSHIP
Implementation Sequence
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Joy Zabala,
AT & LEADERSHIP
Revisiting the SETT Framework?
Re-SETT ?
“Give me six good reasons!”
Edna M. Smiley
“My Mom”
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Joy Zabala,
AT & LEADERSHIP
Six Good Reasons to Re-SETT
1. What was “known” may have changed.
2. New people may be involved.
3. New questions and/or information may have emerged
4. More specifics may be available.
5. Implementation plans need to be student-centered
AND environmentally “friendly”
6. “Other-imposed” plans are rarely successful
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Joy Zabala,
AT & LEADERSHIP
Remember Two Things!
The SETT Framework is an ON-GOING !
Re-SETTing is not starting over…
It is a matter of keeping decision-guiding information,
inclusive, accurate, and up to date!
Implementation Tip: Save As!
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