AT+Background

= What Is Assistive Technology? =

The Individuals with Disabilities Education Act, or IDEA, is a federal statute that protects the right of students with disabilities to receive appropriate education services from public school districts. Special education programs in the public schools must comply with the IDEA. This statute defines the terms "assistive technology device" and "assistive technology service," and contains specific requirements for districts with respect to the provision of AT. The IDEA defines the terms "assistive technology device" and "assistive technology service." These definitions were taken, almost word-for-word, from the Technology-Related Assistance for Individuals with Disabilities Act of 1988, the statute in which Congress first guaranteed the availability of AT for Americans with disabilities. During Congress' reauthorization of the IDEA in 1990, lawmakers added the definitions to the IDEA, as well.

The term "AT device" is defined by the IDEA as: "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."

The term "AT service" is defined by the IDEA as: "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." The IDEA regulations go on to list specific services that are AT services, including (in part) evaluation, acquiring AT devices, repairing and replacing AT devices, using therapies with AT devices, and training and technical assistance for a child with a disability and for professionals providing services.

The definitions of AT are very broad, and therefore almost any type of technical device, or service related to a technical device, that is used to address the educational needs of a student with a disability is considered AT. The sophistication of the technology of AT varies, and the broad definition of AT includes lite tech devices such as pencil grips, as well as complex, high tech computer hardware and software programs. Any services that are provided to assist a student to acquire or use any device in the broad range of AT devices are considered AT services.

Assessment
Assessment is considered an AT service by definition since it is via assessment that the IEP Team learns what assistive technologies and services a student requires for access to the general curriculum. The IDEA requires that assistive technology be considered for all students who are formally enrolled in special education programs. However, while IDEA is very clear about this mandate, it does not address the issue of what "consideration" means or HOW this concept is to be applied. There is general agreement that the responsibility for initiating this "consideration" rests with the team of people who develop each student's IEP; here in Texas that IEP team is called the ARD (Admission, Review and Dismissal) Committee.

The ARD Committee reviews the student's strengths, weaknesses, long- and short-term goals and the reports or evaluations from the members of the flexible multidisciplinary team (teacher, parent, diagnostician, speech language pathologist, occupational and physical therapists, teachers for the visually impaired and for the deaf, behavior specialists, etc.) as appropriate and determine whether the supports and tools currently in place or recommended for use will enable the student to participate appropriately in the general curriculum. Specifically, the ARD Committee is charged with looking at technology supports for **sensory issues, communication, positioning, travel and mobility, environmental interaction (inclusive of socialization and behavior), education and transition, and sports, fitness and recreation**.

For each of these areas, team members must address the following:
 * 1) Does the student have any problems in this area?
 * 2) Are there IEP objectives in this area?
 * 3) What, if any, assistive technology is currently being used?
 * 4) Is assistive technology needed?
 * 5) Provide an explanation for the responses to the previous questions.

After each of the seven areas is addressed, the IEP team reaches one of four conclusions:
 * 1) Assistive technology has been considered. Current interventions are working and no new assistive technology is needed at this time, or
 * 2) Assistive technology is needed and should be implemented on a trial basis. Outcomes will be reviewed by (date), or
 * 3) Assistive technology is needed and will be implemented as specified in the IEP, or
 * 4) Insufficient information is available for making assistive technology recommendations; refer for additional assessment.

Information abut the **S**tudent, **E**nvironment, **T**ask and **T**ools is collected to help guide the decision-making process. This information is thoughtfully considered, revised, and acted upon by the multidisciplinary team with full participation from the student and his/her personal and professional supporters. To support this, the SETT Framework was developed by Joy Smiley Zabala. The SETT Framework considers, first, the **S**tudent, the **E**nvironment(s) and the **T**asks required for active participation in the activities of the environment, and, finally, the system of **T**ools needed for the student to address the tasks.

It is important to realize that the following outline of questions to consider in each area of the SETT Framework has been developed only as a guideline and a place to start. Teams gathering and acting upon this data may wish to seek answers to numerous additional questions. In virtually every case, however, any questions which arise will relate to one of the areas of the SETT Framework.


 * The STUDENT**
 * What does the Student need to do?
 * What are the Student's special needs?
 * What are the Student's current abilities?
 * The ENVIRONMENT**
 * What materials and equipment are currently available in the environment?
 * What is the physical arrangement? Are there special concerns?
 * What is the instructional arrangement? Are there likely to be changes?
 * What supports are available to the student?
 * What resources are available to the people supporting the student?
 * The TASKS (Be as specific as possible)**
 * What naturally occurring activities take place in the environment?
 * What is everyone else doing?
 * What activities support the student’s curricular goals?
 * What are the critical elements of the activities?
 * How might the activities be modified to accommodate the student’s special needs
 * How might technology support the student’s active participation in those activities?
 * The TOOLS**
 * What no tech, light tech, mid tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?
 * What strategies might be used to invite increased student performance?
 * How might these tools be tried out with the student in the customary environments in which they will be used?

Using SETT appropriately requires collaboration and promotes team-building by using clearly understood language and valuing input from all perspectives. As data is organized and prioritized within the SETT Framework, it promotes logical thinking by all team members and can be an effective consensus-building tool. As environments and tasks are explored, the links between assessment and intervention become strong and clear, as does the need to develop a system of tools which will enhance the student’s abilities to address the tasks in which he/she is expected to build competency. In addition to developing a system of tools valuable to the student, participation in developing the SETT increases the likelihood that the people supporting the student will see the relevancy of the technology and will be more active and persistent in encouraging and supporting the student’s achievement through its use.

Using the SETT Framework as a guide, it is possible, from the start, to address and overcome many of the obstacles which lead to marginal student inclusion and device abandonment. When the Student, the Environment and the Tasks are fully explored and considered, laments like “Well, the device is here, now what do I do with it?” or “He has it, but he won’t use it!” should seldom be heard. Instead, students, parents, and professionals should all rejoice at the increased opportunities for success which come with assistive technology which is well matched to the student’s needs and abilities to perform the natural tasks which are part of living and learning in this world

You can download a Word version of the SETT Framework. Right click on the link and save it to your Desktop or any folder you prefer.

More Information on Assistive Technology
The School of Public Health and Health Professions at the University of Buffalo has a wonderful introduction to assitive technology. Their focus is the elementary grades but the information they present is useful at any grade. Access the Assistive Technology Training Online Project here.