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Assistive Technology Planning & Implementation
Assistive Technology Planning & Implementation
Assistive technology planning and implementation is an ongoing process and should occur throughout the entire school year. Teams should continually be assessing a student's need for assistive technology and be aware of what options exist to address various student needs. This page will outline the process for considering assistive technology options for students.
SETT Framework
SETT Framework
The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities. There are four components to consider within the SETT Framework: Student, Environments, Tasks, and Tools.
Student:
Student:
What does the student need to do?
What are the student’s current abilities?
What are the student’s needs?
Environments:
Environments:
What is the instructional setting?
What is the physical arrangement?
What materials and equipment are currently available?
What supports are available?
What are the attitudes and expectations?
What are the concerns?
Tasks:
Tasks:
What tasks occur that enable student progress toward mastery of IEP goals?
What are the tasks that allow the student to actively participate in daily life?
What is everyone else doing?
What are the critical elements of the activity/task?
Tools:
Tools:
What system of no-tech, low-tech, and high-tech tools should be considered to support the student in performing the tasks identified in these environments?
What strategies might be used to increase student performance?
How might these tools be tried out with the student in the customary environments in which they will be used?
Sett framework Resources:
Sett framework Resources:
SETT Planning Document.docxSETT Scaffold for Gathering Data.pdfStudent Interview.docxParent Worksheet.docxgetting_started_with_the_sett_framework.pdfsetting_up_staff___supporters_to_promote_student_achievement.pdfDocumenting AT on IEP:
Documenting AT on IEP:
When documenting AT on a student's IEP it is best to be specific in documenting the features of the AT tools. It is not best practice to list the specific software, app, or product since companies often change or discontinue producing the software/products. If you list the features of the software, app, product, or AT tool, then the team is able to identify the most appropriate tool that meets those specific features.
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