SETT Assessment Process
The process for assistive technology assessment applies many strategies, tools, and checklists. Assessing Students’ Needs for Assistive Technology (Reed & Lahm, 2004), developed by the Wisconsin Assistive Technology Initiative, and the Student, Environment, Tasks, Tools (SETT) Framework (Zabala, 2002) are considered to be two of the leading resources for assistive technology assessment. These materials are provided free of charge and links to the Web sites are included in the Appendix.
The SETT Framework is built on the premise that in order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the student, the customary environments in which the student spends his time, and the tasks that are required for the student to be an active participant in the teaching/learning processes.
The SETT Framework simplifies the task of making assistive technology decisions by providing a tool for organization of the information gathered and questions to lead the decision-making process. The following questions are expected to guide discussion rather than to be complete and comprehensive.
The Student
- What is the 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?
- Special needs (related to area of concern) Assistive Technology Framework, Virginia Department of Education (2008) 11
- Current abilities (related to area of concern)
The Environments
- Arrangement (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)
The Tasks
- What specific tasks occur in the student’s natural environment that enables 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)?
The Tools
In the SETT Framework, “Tools” include devices, services, and strategies. Analyze the information gathered on the Student, the Environments, and the Tasks to address the following questions and activities.
- 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 assistive technology devices and services for the student would be like.
- Brainstorm tools that could be included in a system that addresses student needs.
- Select the most promising tools for trials in the natural environment. plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.).
- Collect data on effectiveness.