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Build a shared understanding of the characteristics of the student.
Taking on an asset-based rather than deficit-based approach is critical! Consider student’s strengths that can be built upon, not just challenges or struggles!
Evaluate student’s cause-and-effect skills and practice these prior to targeting more sophisticated academic goals.
For example, prior to implementing a one-button switch to activate a computer program, it might be beneficial to practice with everyday, engaging actions like activating music or something else of high interest to the student.
Together, clearly identify the learning tasks by breaking them down to individual steps.
It might be that a student needs support only in one step of a given instructional task.
Respect each team member’s perspective, especially the student’s!
An evaluation team meeting begins with several “I’s" who then become a “we” (Zabala & Carson, 2021).
Collaboratively arrive at an understanding of which barriers need to be lowered for a student prior to determining the most promising solution (i.e., tool or service) for lowering those barriers.
Work closely with the families and get them involved in decision-making and training so that the implementation of a chosen system of tools happens consistently across environments.
Remember to document in the IEP any AT devices that are required for an individual student, even if these are built-in features of a common device used by many.
Intentionally develop students’ self-determination skills related to understanding and communicating their technology needs, including the built-in features in commonly used devices and programs and any unique devices they require.
Every educator and student should know the features of commonly used programs or devices in their educational or vocational environments. Some accessibility needs can be easily overcome by using the features already designed within the device or program.
Systematically design instruction, whether face-to-face or remote, within the Universal Design for Learning (UDL) framework.
Embrace the need for flexibility of a design that becomes obvious and necessary in remote learning and continue providing options to all learners after the schools return to traditional environments. Let’s not forget the lessons learned during the last few months of teaching and learning!
References:
Council for Exceptional Children
Zabala, J. (2005). Ready, SETT, go! Getting started with the SETT framework. Closing the Gap: Computer Technology in Special Education and Rehabilitation, 23(6), 1-3.
Zabala, J. & Carson, J. (2021). ISET Expert Panel Discussion: SETT and AT Evaluation Done Remotely.
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