This document outlines an assistive technology assessment process. It begins with definitions of assistive technology and describes the SETT framework for assessment, which involves examining the Student, Environments, Tasks, and Tools. A case study of a student named Karen is presented to demonstrate how the SETT framework is applied. Assessment steps involving gathering information on the student, environments, and tasks are described. Potential tools are then identified, trials planned, and an implementation process outlined. Resources for finding assistive technology solutions are also listed. The document promotes an ongoing, team-based approach to assistive technology assessment and decision making.

1. Assistive Technology AssessmentKate Ahern, M.S.Ed.

2. AgendaAgendaWhat is assistive technology?A little contestSETT Framework In DepthCase StudyWATI OverviewWhere to find AT Solutions

3. Legal DefinitionsAssistive technology device means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.Assistive Technology, legally, must be considered at every IEP meeting.

4. A Little ContestWhat do you know?Divide into teamsName as many assistive technology devices as you can in two minutes

5. SETT FrameworkCreate by Joy Smiley Zabala, 1995A framework for assessment – NOT a set of forms or a protocolDesigned to be used by interdisciplinary teams to determine Assistive Technology needs

6. Aspects of a SETT Based AssessmentShared Knowledge: One of the major premises of the SETT Framework is that decisions about Tools–the devices and actions that are needed for the student and others to succeed–are most valid when they are made based not on the knowledge that one person has (or believes that they have) but based on an agreed-upon, mutually valid shared knowledge of the student, the environments, and the task.Collaboration: The SETT Framework is tool that both requires and supports the collaboration of the people who will be involved in the decision-making and those who will be impacted by the decisions. Collaboration is not only critical for the SETT Framework, it is also critical to gaining the buy-in necessary for effective implementation of any decisions.Communication: The SETT Framework requires that people communicate actively and respectfully. Shared knowledge can only be developed if the opinions, ideas, observations, and suggestions are respected and respectful.Multiple Perspectives: Everyone involved beings different knowledge, skills, experience, and ideas to the table. Although multiple perspectives can be challenging at times they are critical to the development of the accurate, complete development of shared knowledge. Not only are the multiple professional perspectives important to include, but also those of the student and the parents. This can make the difference between success and lack there-of.From Zabala, 2005

7. The StudentWhat is the functional area(s) of concern? What does the student need to be able todo 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)

8. The EnvironmentsArrangement (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)

9. The TasksWhat 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)

10. Case StudyStudentKaren, age 14, ninth gradeSpecial Education since age 3, formerly received OT and SLP servicesCognitive abilities tested in average to low-average rangeDiagnosed with ADD (without hyperactivity, on medication) and dyslexiaDifficulties with auditory processing, word retrieval, decoding and encoding text, fluency, auditory and reading comprehension, spelling and visual motor processingTeachers describe as “quiet”, “sweet”, “hardworking”Very sensitive to “appearing different”Enjoys using the computerKaren self reports difficulties with organization, spelling , handwriting, moving through the process of draft to final productKaren’s mother agrees but also worries about math, general knowledge abilities and life skills

11. EnvironmentLives at home with both parents, younger brother and a two dogsCurrently takes most classes in the resource room (typing, physical science, life skills math, first aid, Wilson Reading, study skills and history)Every classroom Karen has classes in has a computer and she has a computer at home

12. TasksKaren educational need to meet her IEP goals are:Word retrieval when writingSpellingHandwritingComposition organizationOrganizationAttending in class

13. ToolsKaren’s IEP currently lists a computer as assistive technology without reference to software or hardware adaptationsIn late elementary school Karen used an Alphasmart but abandoned its use do to “looking weird”

14. Where do you go from here?As a group discuss Karen and her needs.Do you have enough information to evaluate Karen for assistive technology?What devices would you like to share with Karen or possibly trial with her and why?Is there any other information you need and how will you go about getting it?

15. WATIA comprehensive guide to the process of assessing for assistive technology needsInclusive of SETTViews AT Assessment as an ongoing, team processThe WATI Includes:The WATI Student Information GuideThe WATI Environmental Observation GuideThe WATI Assistive Technology Decision Making GuideThe WATI Assistive Technology Checklist

16. The Steps of the WATIStep 1: Team Members Gather InformationStep 2: Schedule MeetingStep 3: Team Completes Problem Identification Portion of AT Planning Guide at the Meeting (SETT).Step 4: Prioritize the List of Tasks for Solution GenerationStep 5: Solution GenerationStep 6: Solution SelectionStep 7: Implementation PlanStep 8: Implement Planned TrialsStep 9: Follow Up on Planned Date

17. Finding AT SolutionsAble Data: http://www.abledata.com/Adapted Solutions: http://www.adaptedsolutions.org/AssistiveTechNet: http://assistivetech.net/Closing the Gap: http://www.closingthegap.com/MassMatch: http://www.massmatch.org/TechMatrix: http://www.techmatrix.org/UDL Tech Tool Kit Wiki http://udltechtoolkit.wikispaces.com/

18. Notes for this session available at:http://intensivespedresources.wikispaces.com/Assisitive+Technology+AssessmentYou may contact the presenter, Kate Ahern,at kahern@assabet.org or katerahern@gmail.com