Computer Technology

in Special Education
and Rehabilitation

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Phone
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E-mail
[email protected]

SETTing up staff and

supporters to promote
student achievement
Joy Zabala and Gayl Bowser
The SETT Framework is widely
used by collaborative teams in
all phases of assistive technology service delivery. Using the
SETT Framework as a guide, teams
build shared knowledge about the
strengths, challenges, and interests
of a student, the facilitators and
barriers of the students customary
environments, and tasks that the
student must do or learn to do to
be an active participant in educational activities. Following a careful
examination and analysis of the
Student, Environments and Tasks,
teams are able to develop a system
of Tools devices, services, strategies, accommodations, modications and plan effectively so that
assistive technology can be used by
the student.
Although using the SETT Framework is most typically used for student services, it is also a powerful
way to guide the effective needs
assessment and planning for staff
members and student supporters.
By thinking carefully about the
needs and abilities of staff and
supporters of the student, their
typical responsibilities within the
environments in which the student
is expected to use the assistive
technology, and the tasks that staff
and supporters will be called upon
to do to support the student, it is
possible to identify the tools supports, training, technical assistance,

additional devices, etc. that they

need to be successful.
In the following discussion, well
follow the story of Jacob and his
team. First well take a quick look at
how they used the SETT Framework
to determine what system of tools
Jacob needs to be successful. Next,
we will take a more in-depth look at
how they used the SETT Framework
to identify and plan for the system
of tools training, technical assistance, that they need to help Jacob
learn to use his tools effectively.
Jacob is in the fth grade. His
right side is partially paralyzed and,
although he walks independently,
he uses his left hand for almost
every task. When Jacob started
school, he was able to use his left
hand for all his written work, but as
he grew, so did the writing demands
of his school program. He found
it increasingly difcult to keep up.
This year, as Jacob entered middle
school, he and his team took a close
look at his specic needs and abilities, the various aspects of the new
middle school environments, and
the writing tasks that he was responsible for in each of his classes.
Because he would be working
with three general education teachers and a resource teacher in the
middle school, Jacob and his team
determined that it was important
for him to be as independent and
efcient as possible when working
on writing tasks that were getting
longer and more complex. They

decided that he needed assistive

technology in order to benet from
his educational program in the
middle school. They determined
that Jacob could use a portable
word processor at his desk in the
regular classrooms where he was
expected to write and that he could
easily transport it from class to class.
They decided that he could use the
resource room computer during
the day for editing and printing and
that he would also use his familys
computer for editing and printing
at home.
Jacobs team felt condent that
he would be able to make good
progress in his written work as long
as his tools (as identied using the
SETT Framework) included the
supports from others that were
necessary for him to learn to use the
portable word processor and to take
responsibility for getting his work
done. They realized that for this to
happen, it was important for staff
and supporters to be able to take
active roles in providing the initial
and ongoing support he would
need. They knew, however, that in
order for them to do this, they also
needed support.
As they were planning, one team
member said, Hey! We used the
SETT Framework to think about the
tools Jacob needs. Why couldnt we
use the SETT Framework to think
about the tools WE need to be able
to use to help Jacob succeed? What
are our collective skills as staff and

This article originally appeared in the April / May 2005 issue of Closing The Gap, Vol. 24, No. 1.

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supporters? What are our environments like?

What tasks do we need to do to be able to
support Jacob? What tools do we need to be
able to do all that? By adjusting the questions under each section of the SETT Framework, Jacobs team was able to get a clear and
shared understanding of who they were as
a team, what their environments were like,
and what specic tasks they needed to think
about doing so that they could be successful
in helping Jacob, and in doing some of the
other things they were expected to do in their
typical environments. .

Questions that guided the

teams discussion about sta and
supporters included:
Who is involved in the support of this
student?
What are their individual and collective
strengths and challenges?
Are they familiar with this student?
What is their prior experience with students with similar or same devices?
What is their comfort level with students
using devices?
Does support staff (SLP, IA, OT or PT)
have knowledge and/or skills of the device?
What are each persons specic roles in
Jacobs educational program?
Jacobs general education teachers and his
resource room teacher thought about their
knowledge, skills and expectations related
to his technology use in the classroom. The
English teacher and the social studies teachers both have students using computers on
a regular basis in their classrooms and are
very comfortable with integrating computers
into their classrooms. They have each had
students with similar disabilities in their
classrooms before, however, neither has had
a student who used a portable word processor for writing. They are each concerned that
they will need some assistance with how the
device works, when Jacob should be expected
to use it, and what level of support he will
need from them. The math and science
teachers are less concerned. Neither of their
classes requires intensive writing and they
believe that Jacob will be successful in their
classes without using the word processor.
The resource room teacher has used
portable word processors with several students and is very comfortable with them.
Jacobs mother would prefer that Jacob had
a computer for use at school since he uses
one well at home, but she has agreed to try

the portable word processor to see if it will

provide adequate support for Jacob.
Questions that came up during the teams
discussion included:
Who will teach Jacob to use the
device?
Who do I call when I need help with
Jacobs portable word processor?
Who do I call when my classroom computer is broken?
Who will train the resource room
teacher, the fth grade teacher and the mom
in the use of the technology?
Who will provide the training that Jacob
needs?
Where will training for all these people
be provided?
The teacher who had rst suggested the
use of the SETT Framework noticed that
many of their questions revolved around
tasks that someone needed to be able to do
so that they could successfully work together
to help Jacob and all of their other students.
He suggested that they explore their environments and tasks further before attempting to
answer these questions.

Questions that guided the

teams discussion about their
Environments included:
What are the conditions in the environments in which staff and supporters will be
working with this student?
What is the availability of support?
What level of administrative support is
available to this team?
What are the teams responsibilities in
addition to support for this student?
What is the number of other students in
the environments? Are there issues in classroom dynamics that must be addressed?
What needed resources regarding
devices, time, money, people and physical
resources like furniture and space should be
considered as the team plans?
In Jacobs school, there are at least two
computers in every classroom. The districts
curriculum at the fth grade level includes
use of computers for writing up to three
paragraphs, so each student in the fth grade
is given regular opportunities to practice
this skill on the classroom computers. The
resource teacher typically uses all computers in the resource room to provide drill
and practice aimed at increasing student
skills in areas of concern. Jacob was the rst

student to use a portable word processor in

this school.
The social studies teacher was concerned
about the lack of available power outlets
in his classroom. The English and Science
teachers shared this concern and were also
concerned that with so many other students
in their classes, they would not have time
to teach Jacob to use his device for writing. Jacobs team realized that the resource
teacher had the knowledge, skills, and experience needed to provide support to both
Jacob and to the rest of the team members.
They felt fortunate that they had someone
close by to call upon, however, the resource
teacher was concerned because she did not
know how she would nd extra time to support teachers. Jacobs mother was willing to
learn more about the device by herself but
did not know how to do this.
The resource teacher told the team that
when she was learning to use these devices,
support was available from the districts
technology team. She also mentioned that
she was able to go to the manufacturers
Web site and work through a brief tutorial
that provided her with an overview of the
functions of the device and even had some
suggestions about how to integrate it into
classroom activities. The other teachers
thought this is a nice idea, but they are concerned that they may not have time. Jacobs
mother, however, was very interested in this
opportunity.

Questions that guided the teams

discussion about the Tasks they will
need to do included:
What do staff and supporters need to
be able to do to help this student / these
students succeed?
How will the team implement collaborative planning and shared delivery of
services?
How will the team set and share information about expectations of the student?
How will team members learn the basics
of device operation?
Who will be responsible for maintenance to keep devices operational?
Who will be responsible for troubleshooting?
If the device needs programming, who
will take that responsibility?
How will each staff member and supporter learn strategies for integrating devices
into educational programs?

This article was originally published in Closing The Gap. For more information visit www.closingthegap.com
Copyright Closing The Gap, Inc. All rights reserved.

 How will the device use be evaluated?

Who will be responsible for data collection
and analysis?
When the team discussed what they, collectively, needed to know and be able to do
to support Jacobs use of the new portable
word processor, they realized that there were
many tasks that had do be done by someone.
The tasks they listed included:
Jacob needs to be taught to use the
device.
The device needs to be maintained (batteries, recharging, general care)
Computer and printer connection cables
are needed for use in all classrooms, the
resource room, and at home.
A means for transporting the portable
word processor must be determined.
Adults will need to understand when
Jacob is required to use the device and for
what tasks.
Jacob will need consistent cues that help
him determine when to use it and when to
use other tools or strategies.
Jacobs use of the device will need to be
monitored.
Changes in Jacobs writing when using
the device must be evaluated.
Because Jacobs team spent time building
their shared knowledge of themselves as a
team, their environments and responsibilities, and the tasks that needed to be done to
support Jacobs successful use of the portable
word processor, they were able make good
decisions about the tools additional devices,
supports, training, technical assistance, etc.
they needed to successfully do their tasks
and support Jacobs achievement.

Tools and strategies the team

determined they needed:
As they reviewed the list of tasks, the team
reected upon what they knew about the
knowledge and skills of each team member
and the demands of their environments.
Each of the identied tasks was designated
as the responsibility of the most logical
person to handle it. The team then went on
to identify tools and strategies that would
enable them to ll their roles and successfully
do the tasks that they had taken on.
Here are the tools that Staff and Supporters decided they needed:
Time:
The resource room teacher will help
Jacob learn to use the device. She will receive
some extra help from a classroom assistant

for six weeks so that the she can help Jacob

ne-tune his use of the device in the English
and social studies classes.
Because the resource teacher has no time
in her schedule to provide initial training to
other team members, they asked for time
to work with someone from the district AT
resource team. They will all attend training
together, so they have requested that their
classes be covered for two blocks of two
hours each. The team will invite Jacobs
mother to participate in these sessions
Team members have agreed to spend
part of their weekly joint planning period
on any issues that come up about Jacobs use
of the device and discussing the results on
Jacobs written productivity. The resource
teacher will be routinely involved with the
team as will Jacobs mother.
Training and technical assistance:
A member of the district AT resource
team will conduct two initial training sessions for all team members on how the
device works, how to connect it to computers, how to integrate it into instructional
activities, and what they should expect of
Jacob when he is using the device.
When team members have questions,
they can go to the device manufacturers
Web site and work through a brief tutorial
about the functions of the device. They can
also get suggestions from other teachers on
how to integrate the device into classroom
activities.
All team members, including Jacobs
mother, have joined the QIAT List where
they know they can ask questions and get
lots of ideas and suggestions any time they
need it.
Material resources maintenance:
In addition to providing the device,
the special education department will purchase:
A backpack for Jacob to carry the word
processor and cables.
Extra batteries to be kept in the resource
room.
An extra power cable to be kept in
Jacobs pack in case batteries fail.
Two extended power strips that can be
placed in classrooms when needed.
General care and maintenance of the
device will be done by Jacob with supervision by his teachers at school and his mother
at home.
Implementation and evaluation plan
development:

The team will develop an implementation and evaluation plan to be used across
environments that includes:
The specic changes they expect to see
in Jacobs work.
When Jacob is expected to use the
device.
What cues they will provide to help
Jacob succeed.
Strategies for helping Jacob become
increasing independent in his use of the
device.
The minimum criteria that will indicate
successful use.
The type of data to be collected.
A schedule for collecting the data.
A schedule for analyzing data and
making changes if indicated.
By looking at each aspect of the SETT
framework from their own perspective,
the team has learned a great deal about the
importance of working together and the
benets of sharing responsibility. By careful
examination of their collective knowledge,
skills, and concerns, the responsibilities
of their customary environments, and the
tasks that must be accomplished for Jacob
to be well-supported in using his device
for educational achievement, the team has
been able to clearly identify the tools time,
support, training, technical assistance, plans,
etc. they need and determine how to get
them. They know that there will be things
that they have not thought of, but they are
condent that the steps they have taken will
serve them and their time the learning
time of Jacob and his classmates will be
used productively.
For more information, contact the
authors:
Dr. Joy Zabala; E-mail: <joy@joyzabala.
com>; Web site: <www.joyzabala.com>.
Gayl Bowser, Coordinator, Oregon Technology Access Program, Douglas ESD, 1871
NE Stephens, Roseburg, OR 97470; Phone:
541-440-4791; Fax 541-957-4808; E-mail:
<[email protected]>.

This article was originally published in Closing The Gap. For more information visit www.closingthegap.com
Copyright Closing The Gap, Inc. All rights reserved.