The SETT Process
Student - Consider the student. What are his or her strengths and weaknesses? What areas is he or she struggling? What areas does he or she enjoy and is currently successful? Is the student a risk taker and willing to stand out using something different than other students? Is the student shy and wants to just fit in?
Environment- What is the classroom like? What Assistive Technology is currently being used? Is the teacher willing to try new tools or be flexible in the presentation of tasks? What kind of infrastructure is available? For example, what kind of space does the classroom have? Will the technology need to travel between classrooms? In what environments does the student need support such as home, different classrooms, outside?
Tasks - What is it that the student needs to do that he or she is currently struggling with? Is there another way that the student can complete the task that may be easier such as recording an answer instead of writing it.
Tools - What tools will help the student complete the needed task? Is there tools available in the classroom? in the school? at the District? through a state lending library? Brainstorm tools that might help the student complete needed tasks.
Rules of AT Consideration
Rule 1. AT is the needed tool to meet the goal - not the goal itself! In other words, remember to focus on the needed task - don't think of the tool first. For example, when considering AT, don't ask "How can an iPad help a student do...?" Do ask, "What does a student need to do and what are possible tools to help him do it?"
Rule 2. Remember to consider Least Restrictive Environment. The AT that is most likely to be used is something that is already being used regularly in the classroom.
Rule 3. Be creative and use common sense. AT doesn't mean expensive or the latest and greatest. Something as simple as a weighted pen to help with writing or using graph paper to help a student line up decimals for math problems can really help a struggling student.
Rule 4. The IEP Team makes AT decisions. There doesn't have to be an "expert", but do feel free to seek consultations if needed.
Rule 5. When considering the tasks, be willing to consider Universal Design in Learning (UDL) principals. For example, if a student is an exceptional artist, but greatly struggles with pen and paper tasks, can the student create a cartoon to show comprehension?