Gayl Bowser
Gayl.Bowser@douglasesd.k12.or.us

Joy Zabala
joy@joyzabala.com

Implementation of assistive technology (AT) services and the integration of AT into educational programs are the most important, challenging, and least understood parts of assistive technology service delivery, the focus of this article is the use of the SETT Framework during implementation.  It is the second in a series of articles in the ConnSENSE Bulletin that offer strategies to guide ongoing planning for assistive technology services to students.

The SETT Framework was developed to help teams gather and organize information about AT so that they can make appropriate assistive technology decisions and provide effective assistive technology services. Teams using the SETT Framework explore issues related to the Student, the Environment(s) and the Tasks a student needs to do before attempting to determine what Tools will be required. Using the SETT Framework, all team members contribute their individual knowledge and observations in order to build a body of shared knowledge that can be used by the whole team in all phases of assistive technology service delivery.  The SETT framework helps teams focus on what needs to be done in order for the student to participate actively and make progress on educational goals.

When AT implementation works well, students have the opportunity to change in new and exciting ways by using technology to build on existing strengths and to develop new abilities. When AT implementation works well, environments change as needed to support educational participation and achievement. The quantity, quality and independence with which students accomplish tasks change when AT implementation is working because AT helps to overcome achievement barriers. For all this to happen, the tools themselves also need attention and monitoring. Once teams have decided to provide assistive technology devices and services to a student, it is valuable to spend time revisiting the SETT Framework or "ReSETT"ing to develop a specific and detailed plan to guide the use of the assistive technology by the student and others. Revisiting the SETT Framework during planning can help teams keep what they know in mind and collect new information as they apply the plan for AT use and support in customary environments and everyday activities. 

In revisiting the SETT framework, teams can ask questions like:

The remainder of this article examines the question, "What environmental changes do we have to make in order to support student change?  The first article in this series focused on the identification of new levels of student learning and achievement.  In subsequent issues we will look at ways to revisit the SETT Framework in order to plan for implementation with a focus on tasks and tools.

Revisiting SETT: The Environment

Assistive technology implementation involves changes not only in the lives of students, but also in the lives of the student's family members and professional support staff.  Assistive technology use often requires changes in educational (or community) environments and any other place where assistive technology might be used to increase the functional capabilities of students with disabilities. One important focus of an AT implementation plan is making sure that the student, the family, and involved professionals understand how the student's use of AT should "look" on a daily basis and their part in supporting that use.  When ReSETTing with an eye to the environment, team members examine the places where the student is expected to use the AT and determine what must be available to support the student's educational participation and achievement using assistive technology. 

Tim is a sophomore in high school.  He is enrolled in five general education classes and spends an hour in the learning resource center at the end of each school day.  Tim's cerebral palsy does not keep him from walking, talking and learning, but it has affected his ability to complete tasks that require fine motor coordination.  Up until this year, Tim has been able to use a standard desktop computer for many of his written assignments and complete others with a paper and pencil.  However the academic demands in Tim's classes have grown and he is having particular difficulty in his algebra class due to his inability to keep his written problems in line.  Tim and his IEP team have decided that he needs a laptop computer so that he can use it during algebra, social studies and science classes as well as for longer written assignments.

In the example above, Tim's team spent some time focusing on the environmental changes that were required in order for Tim to use his laptop computer.   They addressed four types of questions:

The issues that a particular student team will address will be different depending on the goals of AT use, the resources that are available to the team and factors such as team members' past experiences with assistive technology.  Let's take a closer look at each category of environmental question.  Once we've done that, we'll rejoin Tim's team and learn about the plans they made for his use of his laptop computer.

Questions about what people in the environment(s) need

When a team has decided that a student needs assistive technology, and included it in the student's educational plan, it is necessary to shift the focus from the question of what the student needs to one of what the people who will support the student will need.  One general question that teams will ask when ReSETTing with a focus on the environment is "What do people in the environment need to know about the AT?"  Another is "What support services will people in the environment need in order to implement the program the team has planned?"  Depending on the situation, team members might ask more specific questions like these:

1.     What will various team members need to know about the device and how it works?
2.     Which adults in the student's environments will require training in the use of the device?
3.     Which adults in the student's environments need training and/or technical assistance on how to integrate the use of the device into educational activities?
4.     Who will provide the needed training for these people?
5.     Who should be called if technical assistance is needed?
6.     What other supports will the people in the environment need?
7.     Who, besides the members of the student's IEP team, needs to know about the assistive technology that the student will be using?

Tim's team:  Because Tim's AT took the form of a laptop computer, team members were fairly confidant that they would be able to operate the device and help Tim when he had questions.  However, the plan was that Tim would use his computer to complete algebra assignments, draw maps, and record science lab activities in addition to writing words and sentences.  Tim's teachers were using the same software with other students, so they did not feel the need for additional training in how to integrate Tim's computer and software into his educational program. Tim's family also felt it was important for them to know how the computer and the software worked.  The general education teachers agreed that they would teach Tim, his special education teacher and his family how to use the software that had been chosen for their classes.  The school's technology specialist agreed to be the person that team members could go to for help if the computer was not working of if there were questions about its operation.

Questions about what is needed in the physical environment

Another focus for team planning is the actions that need to be taken to make the physical environment where the technology will be used be as well suited as possible to the student's needs. When focusing on the physical environment the team may ask a general question such as "Are there any physical changes that need to be made in the environment?"

Depending on the situation, team members might ask more specific questions like these:

1.    What is the arrangement of the space(s) where the AT will be used?
2.    Are changes needed to ensure accessibility?
3.    What should be added to the environment to make sure that the AT will be accessible and
easy for everyone to use? 
4.    Where will devices and other needed tools be kept when not in use?
5.     Is there anything that should be removed from the environment to make AT use easier? 

Tim's team: After each of Tim's teachers surveyed their own classroom, the team was ready to plan for Tim's use of the laptop computer in the environments when it was needed.  In the science laboratory, there was an electric plug at each lab table and plenty of space for Tim to place his laptop when he used it during class.  However, the desks in Tim's social studies classes were not large enough to hold the laptop computer and there was no electrical plug near Tim's desk in his algebra class. Because they had surveyed each classroom, the team was able to identify simple solutions such as moving Tim to a different seat without isolating him from the rest of the group or providing a different desk that would accommodate the laptop.  Advanced planning made the introduction of Tim's laptop go more smoothly and he was able to concentrate on developing new academic skills more quickly.

Questions about tasks or activities that will be undertaken

An effective implementation plan also addresses the tasks that team members will be responsible for on an occasional or regular basis to make sure that a student's assistive technology is available and ready for use when a student needs it.  A general question the team can ask is "What needs to be done to support the student's use of AT?"  Depending on the situation, team members might ask more specific questions like these:

1.     What kind of direct supervision and support will the student need in order to use the device in a functional manner?
2.     What cues will the student need to be successful?
3.     Who will provide training to the student?
4.     Who will provide technical support to the student?
5.  What regular maintenance and monitoring tasks does the AT require? 
6.  When and where will these tasks be done?

Tim's team:  Tim was an active part of his own IEP team and was able to take responsibility for his own use of the laptop computer and did not require specific cues from others.  In case he should run into problems, the team identified Tim's resource room teacher as the person he would consult with about difficulties and logistical problems.  Tim and his resource room teacher agreed that, for the first two weeks of his computer use, they would check in daily to identify and try to solve problems that arose.  After that, it would be Tim's responsibility to notify his teacher if there were problems with using the laptop.  The school's librarian was also the technology specialist.  He agreed to come to the resource room each Friday to meet with Tim and his teacher to answer questions and offer technical assistance.

Questions about the AT tools and other needed equipment: 

An effective implementation plan also addresses the AT devices themselves and identifies other tools or peripherals that may be needed in order for a student to use the assistive technology.  A general question the team can ask is "Are all the tools that will be needed available to the student and other team members?"  Depending on the situation, team members might ask more specific questions like these:

Tim's team: Tim's family decided to purchase the laptop computer for him.  They understood that they were not required to buy it but felt it would be better for Tim to have his own machine since he would need it for many years to come.  Tim quickly realized that he was going to have trouble carrying the laptop as well as his school books.  He went to a local office supply store and selected a two-wheeled backpack-like cart that he could use to move things between classes.  The resource room teacher was able to purchase this cart with funds from her classroom supply budget. The school program agreed to provide paper, a printer at school and ink cartridges that would be housed in the library so that it would be readily available.  The technology specialist also provided a printer cable that would attach the laptop to the printers in each classroom where he might want to print an assignment.

Revisiting the SETT Framework to structure conversations about the environment enables team members to look carefully at what they know about the student's current environments and shape their activities so that that the AT tools are truly useful in those environments.  They also help the people who support the student to identify and obtain the support they need for themselves in order to be able to help the student succeed.  As Tim's team thought about the various aspects of his use of a laptop computer in a variety of school settings, they were able to identify several items that could have made the program difficult to implement if not attended to.  With many of the environmental details taken care of, Tim was able to concentrate on learning to do algebra problems, draw maps and complete science experiments.

Implementation plans that focus on the environment are essential. However, it is equally as important that implementation plans include a focus on the student's goals and objectives, the tasks a student will complete using assistive technology and the effectiveness of the tools.   In the next edition of ConnSENSE we will look at strategies that teams can use to ReSETT with a focus on ways to improve student performance on specific Tasks.

References: 

Bowser, G. (2004) AT Implementation Checklist, acquired from www.otap-oregon.org

Zabala, J. S. (1996). SETTing the stage for success: Building success through effective use of assistive technology. Proceedings of the Southeast Augmentative Communication Conference (pp. 129-187). Birmingham, AL: United Cerebral Palsy of Greater Birmingham. Downloaded on February 13, 2005 from http://sweb.uky.edu/~jszaba0/SETT2.html.

Zabala, J., Bowser, G. & Korsten, J, (2004)  "SETT and ReSETT:  Concepts for AT implementation", Closing the Gap,  23:5,  p. 1, 10-11.