Process for Accessing Assistive Technology Services

Process for Accessing Services
  1. Teacher or Classroom Support Teacher identifies student who requires assistive technology to support classroom learning and/or ISP.
  2. Classroom Support Teacher consults with Assistive Technology Specialist, involving possible initial interview with student and teacher.
  3. Parent(s) are contacted.
  4. Collaborative Student Team meets to complete SETT Snap Shot and Implementation and Evaluation plan.
  5. Team meets a minimum of three times to develop ongoing goals.

District, School and Parent Implementation

Fort McMurray Catholic School District Provides:
  • Consultation services to match technology to student need and plan for implementation
  • Loan of assistive technology (hardware and software) to school for use with eligible students
  • School / district team training
  • Ongoing implementation support and resources
  • Technical support to maintain and repair FMCSD equipment
School Provides:
  • Time for consultation, planning meetings, and training
  • Peripheral devices (e.g. printer, scanner) and consumable items as required
  • Access to school / district educational software required
  • Team access to online Assistive Technology (AT) resources including information, training, and student materials
Parents provide:
  • Support by attending team meetings
  • Input regarding student needs, abilities and history
  • Consent for student to trial AT
  • Support to the student in using AT at home
  • Parent will purchase the recommended AT and continue to support their child’s learning

ATL Decision Making: 

Investigating whether or not individual students might benefit from ATL, and which ATL would be most appropriate in meeting their needs, is an ongoing process that involves working as a team to explore alternatives, gather information and set up opportunities for students to try potential ATL solutions across learning environments. The student is the most important member of the team and should be part of the student team. Dialogue with the student, and consideration of the student’s perspective(s), is part of selecting the appropriate tools to determine what might work.

SETT Framework

The SETT Framework, developed by Joy Zabala (2005), is an organizational instrument to help collaborative student teams create student-centered, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities. The student team includes the parents, student, teacher(s), classroom support teacher, technology assistant and may include other educational consultants and community support members, as needed. (Joy Zabala, developer of SETT)

SETT is an acronym for Student, Environment, Task and Tools. Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion and provide a vehicle for the team to collaborate and form a consensus on ‘where to go from here’.

Taken from:

Successful Implementation of Assistive Technology

Successful selection and implementation of assistive technology with students includes:
  • Principal will work with their school staff to support Assistive Technology (AT) use in classrooms
  • classroom teacher will direct and implement strategies that support ATL
  • effective school / district / parent / student team consultation to ensure a good match of technology features to student need
  • clear educational goals and a clear relationship between the assistive technology and how it supports the student’s learning
  • adequate time for student team planning, training, and ongoing implementation support
  • effective student team sharing of implementation responsibilities (e.g. troubleshooting, resources creation)
  • integration of the technology throughout the daily classroom schedule
  • adequate time for student training and practice
  • adequate finding for necessary peripherals (e.g. printers, scanners) and consumable items (e.g. ink, batteries)
  • effective collaboration with school and district IT support for coordinated maintenance and repair
Taken from Special Education Technology, British Columbia (http://www.setbc.org/)

REFERENCES

Alberta Education. (2012) Assistive Technology for Learning. www.education.alberta.ca/admin/technology/atl.aspx 

O’Connor, Greg. (2010) SETT – A Framework for Making Informed Decisions About Inclusive Technologies. Spectronics Inclusive Learning Technologies Blog. www.spectronicsinoz.com/blog/tools-and-resources/sett/ 

Special Education Technology – British Columbia (SET-BC). (2010) District Screening Checklist for SET-BC Services. www.setbc.org 

Zabala, Joy. (2012) Sharing the SETT Framework. www.joyzabala.com
Comments