Welcome, Overview, and Expectations
Greetings, my name is Joy Smiley Zabala and I am honored to have this opportunity to have this conversation with you about the assistive technology and the SETT Framework. In the next few pages, I would like to provide you with a few thoughts about the development of the SETT Framework, the purposes and elements of the SETT Framework, and perhaps most important, some thoughts and suggestions about our upcoming conversation. How the SETT Framework Came to BeI've been in education and assistive technology support for quite a while, including over many years in general education, more than 20 years in special education from one perspective or another. In attempting to provide assistive technology services that "worked" for a variety of students in diverse settings with differing levels of support, I often pondered why things "worked" sometimes and failed so miserably at others. Over time I realized that if MY dreams, expectations and goals for my students - no matter how lofty and well-intentioned - were not aligned with those of the students, their families, and the variety of professionals who were working with them, there would be disappointments and, often, the assumption that the responsibility for success or failure lay with someone else! This lack of alignment, and no clearly understood means to work toward it, often meant that enormous effort was made toward cross-purposes with no lasting positive results for students. There had to be a better way! As I thought about this and discussed it with students, families and colleagues interested in these issues from personal and/or professional perspectives, a pattern of "what worked" emerged - collaboration, based on a shared vision, at every phase of the process: shared identification of concerns; shared solution-seeking; joint responsibility for planning and implementation; and, always, the mutual respect and trust that celebrated steps forward and tolerated false starts and redirection. Building a shared vision upon which to base all phases of assistive technology service delivery required that teams develop a shared understanding of: the functional needs, strengths and challenges of the student who would use the technology; the supports and challenges of the various environments in which the student would use the technology; and the specific tasks for which technology tools and strategies would be required. Thus, the SETT Framework - an acronym for Student, Environments, Tasks, and Tools - was developed as a means to help students, families, and professionals with varied experience and expertise to use their individual knowledge, skills, experiences to build shared knowledge about the student, the environments, and the tasks that could be used to guide effective selection, acquisition, and use of assistive technology devices and services. A Brief Overview of the Elements of the SETT Framework
The SETT Framework is an organizational tool to help collaborative teams create Student-centered, Environmentally useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities. The SETT Framework is built on the premise that in order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the student, the customary environments in which the students spend their time, and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. It is believed that the elements of the SETT Framework, with minor adjustments, can also be applied to non-educational environments and service plans.
Critical Elements of the SETT Framework
Collaboration
Communication
Multiple Perspectives
Pertinent information
Shared Knowledge
Flexibility
On-going Processes
It must be remembered that SETT is a framework, not a protocol. The questions under each section of the SETT Framework are expected to guide discussion rather than be complete and comprehensive in and of themselves. As each of these questions is explored, it is likely that many other questions will arise. The team continues the exploration until there is consensus that there is enough shared knowledge to make an informed, reasonable decision that can be supported by data.
The Student
What is the functional area(s) 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)
Current abilities (related to area of concern) The Environments
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, others) The Tasks
What SPECIFIC tasks occur in the student's natural environments that enable progress toward mastery of IEP goals and objectives?
What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control) The Tools
In the SETT Framework, Tools include devices, services and strategies
everything that is needed to help the student succeed. Analyze the information gather on the Student, the Environments, and the Tasks to address the following questions and activities.
Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services?
If yes, describe what a useful system of assistive technology devices and services for the student would be like.
Brainstorm Tools that could be included in a system that addresses student needs.
Select the most promising Tools to implement in the natural environments on a trial basis.
Plan the specifics of the implementation (expected changes, when/how tools will be used, cues, etc.)
Collect data on effectiveness.
It is expected that the SETT Framework will be useful during all phases of assistive technology service delivery.
With that in mind, it is important to revisit the SETT Framework information periodically to determine if the information that is guiding decision-making and implementation is accurate, up to date, and clearly reflects the shared knowledge of all involved. What to Expect in this Conversation
It is delightful to have each of you as a participant in this conversation. We are located all over the United States and possibly beyond, yet here we are together, pondering critical issues in assistive technology: determining the need for assistive technology for an individual student; developing a system to address identified needs in a way that is student-centered, task-based and environmentally useful; and, developing strategies which promote increases in competence, confidence and independence for system users through increased communication, participation and productivity. Our sessions together will address these issues by exploring the big ideas and intricacies of the SETT Framework as a collaborative decision-making and design process which invites effective participation by all. However, the conversation will be totally guided by the questions, concerns, and comments of the participants. I am very comfortable with the conversation moving in any direction that is helpful. I say this with the greatest confidence that each person who participates in our conversations will do so with respect for the differing assistive technology perspectives, experiences, interests, and responsibilities of others who are involved in the conversation. It is my hope that each of you will jump right in and make the conversation richer and more fruitful as we go through the time we have together. To assure that each of us has a productive, enjoyable learning experience regardless of the perspective and "expertise" each of us bring to the session, I suggest the following ground rules for participation:
1) Enter discussions with high expectations and an attitude of possibility. We are synergism in action! Each of us has a valued role in this process. 2) Participate actively and often.
Say what's on your mind! Make statements. Ask questions. Remember that, in this environment, your fingers must do talking... speaking, facial expressions, head shaking, gestures, and other non-text communication cannot be attended to by your fellow participants as it would be if we were face to face. 3) Say what's on your mind in a way that encourages active participation and deeper thought, and demonstrates mutual respect. It is critical to express your thoughts, but two things must be remembered...
a) all contributions are important and will be honored as such; and, b) this communication is available to anyone who happens to tap into it on the World Wide Web. 4) At this point, don't sweat the small stuff!
Keep in mind that everything posted here is a "work in progress" developed to increase our ability to move toward effective decisions in a variety of instances! Your contribution to continuous improvement is encouraged and expected!
5) Enjoy yourself!
Take pleasure in the opportunities we have to explore and discuss these issues and ideas in such an interesting format and with such limited immediate consequences! No question is too "simple" and no suggestion without value.
Again, welcome! I look forward to our time together. Lets get started right away and make the most of it.
Joy
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