The SETT Framework (Joy Smiley Zabala, Ed. D., ATP) is a systematic process that LEAs may use to conduct an AT assessment. “SETT” is an acronym that stands for: Student, Environments, Tasks, and Tools. The SETT Framework assists teams in exploring and recording information about each of the following areas:
|What is/are functional area(s) of concern?|
What does the student need to be able to do that is difficult or impossible to do independently at this time?
|Arrangement: Instructional and physical.|
Support: Available to both the student and the staff.
Materials and Equipment: Commonly used by others in the environments, currently being used by the student.
Access Issues: Technological, physical and instructional.
Attitudes and Expectations: Staff, family and others.
|What 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 and environmental control?
|Teams explore tools after information gathered on the Student, Environments, and Tasks is analyzed and used to address the following questions:
Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services?
If yes, describe what a useful system of supports, devices, and services for the student would be like if there were such a system of Tools.
Brainstorm specific Tools that could be included in a system that addresses student needs.
Plan the specifics of the trial(expected changes, when/how tools will be used, cues, etc.)
|Helpful Form: The WATI Student Information Guide forms are great to use when collecting information about the student’s abilities and needs.||Helpful Form: The WATI Environmental Observation Summary may be used to collect information about the student’s environments and tasks as compared to his/ her peers. This form looks at ways in which the student participates as well as barriers to participation. It can be found at this link on pages 48-49.||Helpful Form: The WATI Environmental Observation Summary may be used to collect information about the student’s environments and tasks as compared to his/ her peers. This form looks at ways in which the student participates as well as barriers to participation. It can be found at this link on pages 48-49.||Helpful Form: Joy Zabala’s SETT Scaffold for Tool Selection is an excellent form that assessment teams can use to compare specific tool features then narrow down choices to see what AT might be used during a trial. The form can be found at this link.|