At Consideration and Sett

StateDHHNetworkMeeting 10/04/2013
Assistive Technology Consideration and the SETT Process
Kursten Dubbels AT & UDL Specialist Minnesota Department of Education Kursten.dubbels@state.mn.us 651-582-8562
education.state.mn.us
Assistive Technology
Is specifically identified for persons with a disability who require a device or service in order to receive a Free and Appropriate Public Education (IDEA (1997))
300.105 ASSISTIVE TECHNOLOGY

Each public agency shall ensure that assistive technology devices or assistive technology services or both, as terms are defined in 300.5 and 300.6 are made available to a child with a disability if needed as part of the childs 1) Special education under 300.36 2) Related services under 300.34; or 3) Supplementary aids and service under 300.38 and 300.114(a)(2)(ii).
KurstenDubbels,AT&UDLSpecialist Kursten.dubbels@state.mn.us
34 CFR 300.105 - Assistive technology. (cont.)
(b) On a case-by-case basis, the use of schoolpurchased assistive technology devices in a child's home or in other settings is required if the child's IEP Team determines that the child needs access to those devices in order to receive FAPE.
300.5 AT DEVICE
AT Device: any item piece of equipment or product system, whether Acquired commercially o the shelf modied or customized,
that is used to increase, maintain, or improve functional capabilities of children with disabilities.
300.5 [Authority: 20 U.S.C. Chapter 33, 1401 (25)]
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IDEA 2004 Added
EXCEPTION: The term does not include a medical device that is surgically implanted, or the replacement of such device.
IDEA, 2004 P.L.108-446, 602(1)(b)
300.6 AT SERVICE
AT Service: Any service that directly assists a child with a disability in the: Selection, Acquisition, or Use of an AT Device
300.6 AT SERVICE INCLUDES:
A) the evaluation of needs including a functional evaluation, in the childs customary environment; B) purchasing, leasing or otherwise providing for the acquisition of assistive technology devices;
C) selecting, designing, tting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
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D) coordinating with other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
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E) training or technical assistance for an individual with disabilities, or where appropriate that childs family; and
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F) training or technical assistance for
professionals (including individuals providing education and rehabilitation services), employers or others who provide services to employ, or are otherwise, substantially involved in the major life functions of children with disabilities
[Authority 20 U.S.C., Chapter 33, 1401(26)]

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ASSISTIVE TECHNOLOGY CONSIDERATION
IDEA 97 added the requirement that each IEP team consider the need for AT
34 CFR 300.324 Development, Review and Revision of IEP.
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What does consider mean?

Consideration is not defined in law. A common understanding of consideration is used. A brief process, occurring at least annually, to determine if the student needs access to AT to make appropriate educational progress.
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Possible Outcomes of Consideration
1. AT is not needed. The student is making adequate progress through task modification, skill remediation or other interventions. Nothing new is needed for this student.
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Possible Outcomes of Consideration Continued
2. AT is needed, and is successfully being used. In this case, it is appropriate to state in the IEP that particular AT services and devices have been found to be effective to assure that they are available to the student.
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3. AT may be needed, but the IEP team is unsure what service or device would meet the students needs. The team may decide that new AT should be tried and additional data be collected to determine what an appropriate service or product might be.
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4. The team is unsure what AT is, and so must find resources in order to make an informed decision regarding consideration. These resources can be from within the school district or, if there are no resources available, from an outside agency or resource.
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How do we know we have considered AT?

Checkbox on the district form. Notes taken during the meeting that identify the areas of need and how those needs are being addressed. Prior Written Notice: Description of other options that the individual education program team considered and the reasons why those options were rejected. (34 C.F.R. 300.503
(b)(6))
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Introducing SETT:
Student Environments Tasks Tools
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What makes the SETT framework effective?

Process Communication Collaboration Flexibility Gathering and using pertinent information
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Gathering data: Student What does the student need to do? What are the students current abilities? What are the students interests and preferences? What are the students unique needs? Sometimes we will need to reframe a thought about a student to focus on success
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What does it mean to reframe?

Joe is a quiet and shy child. He never has much to say.
VS Joe is reserved and introspective. He does not waste time on idle chatter. When he does talk, you better pay attention, because it will be worth listening to. (Susan Dodge, SLP)
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Environments
Arrangement Supports Materials and equipment Access issues Attitudes and expectations
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Tasks
What tasks are part of being actively included in the identified environments? Activities Critical elements Modifications
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Tools:
Tools are not looked at until we examine the initial S E T factors. Tools then become student centered, environmentally useful and task focused.
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The Minnesota Manual for Consideration and Evaluation of Assistive Technology

Combines information on legal standard and best practice in providing AT for students. Is based on collaborative decision making through the SETT framework. Minnesota AT Manual http://www.education.state.mn.us/MDE/EdExc/Spe cEdClass/index.html
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How is the Minnesota AT Manual consistent with SETT?

The Minnesota AT Manual is based on the SETT framework. The planning forms in the manual guide the team in a discussion following the SETT framework. The planning forms help the team focus on the Student, Environment and Tasks before talking about Tools.
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Who Determines the Need for AT?

Determine Assistive Technology needs using a generalist approach rather than a specialist approach. A transdisciplinary team of individuals working to focus on what an individual needs. Experienced Individual(s) trained to use methodology that incorporates multiple aspects and fields of study.
300.105 ASSISTIVE TECHNOLOGY (Documenting AT in the IEP)

Each public agency shall ensure that assistive technology devices or assistive technology services or both, as terms are defined in 34 C.F.R 300.5 and 300.6 are made available to a child with a disability if needed as part of the childs 1) Special education under 34 C.F.R 300.36 2) Related services under 34 C.F.R 300.34; or 3) Supplementary aids and service under 34 C.F.R 300.38 and 34 C.F.R 300.114(a)(2)(ii).
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AT Included in PLAAFP (Present Level of Academic Achievement and Functional Performance)

PLAAFP: Kerry uses a portable word processor with a spell checker to complete written assignments in his classroom. He averages 25 spelling errors per 100 words in written documents. Goal: Kerry will complete 70% of all written assignments in the fourth grade with fewer than 8 spelling errors per 100 words.
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Assistive Technology as a Stand Alone Goal
PLAAFP: Amada has just received a laptop computer with refreshable Braille output. She does not know how to operate it. Goal: Amanda will independently operate her lap top computer with refreshable Braille output. She will be able to turn it on, open files, read files, input data, and print work with no assistance from an adult 90% of the time.
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Assistive Technology as a Condition within a Goal (or Short Term Objective)

PLAAFP: Sylvia uses her speech generating augmentative communication device with dynamic display to communicate anything more than simple yes/no responses. She has become very proficient with it and given sufficient time can produce complex sentences to demonstrate her knowledge and understanding of academic concepts. Goal: When provided access to her speech generating device with appropriate vocabulary items, Sylvia will successfully demonstrate knowledge of concepts taught in 6th grade science and social studies in 90% of the opportunities presented.
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Assistive Technology as a Related Service
Kaitlin uses a speech generating augmentative communication devices. She is independent in its use, but is unable to add new vocabulary due to the motor skills needed to do so. The Augmentative Communication Specialist will visit the class every other week for one hour to add new vocabulary as recommended by Kaitlin and the classroom teacher.
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Quan is able to use complete written assignments using a computer with adapted input devices. The instructional assistant will visit the classroom twice per week for hour to make back-up copies of all of Quans work and to identify any needs for new software or other materials that may arise.
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Selena is fully independent with her power wheelchair. The Occupational Therapist will visit the school one month before the beginning of each new semester to determine any needed building modifications or special adaptations that Selena may need for her new classes.
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Assistive Technology in Supplemental Aids and Services

Ashley uses a Braille N Speak portable Braille note taker. She cannot take notes without it, so it must be present in all classes. Dwayn uses a personal FM amplifier in large lecture classes. The device is provided to the school district by a resource program for individuals with hearing impairments. Dwayns personal FM amplifier is to be available in history, social studies and in all assemblies or special presentations.
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Assistive Technology in Supports for School Personnel

When training is needed to assist school personnel to carry out their role in supporting assistive technology use by a student, the necessary training may be listed as a support to be provided to the individuals needing the training to support students in the use of the assistive technology identified in their IEP.
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Assistive Technology in Participation in State and Local Assessments

The IEP team is required to identify the accommodations and modifications needed by a student in order to participate in high stakes state and local assessments. While accommodations such as extended time or a quiet setting are not AT, others are. Any time a student is using an accommodation that is a tool the tool is assistive technology.
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Information for AT Trials

Identify the goal of the trial
What is the functional need?
Identify the environments in which the device will be used. What question are you trying to answer during this trial period? What data will support your answer? Effectiveness Compile work samples or pre- and post-trial
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Describing versus naming an AT product in the IEP document
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Feature Match Various Products

Techmatrix http://techmatrix.org/product-search
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Student Involvement
Hey! Can I Try That?
http://www.educationtechpoints.org/manuals-materials/hey-can-i-try-that
A Student Handbook for Choosing and Using Assistive Technology Protocol for Accommodations in Reading (PAR) http://donjohnston.com/par/ The PAR helps determine the most suitable reading accommodations for specific students by assessing their individual needs and preferences.
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Lending Library
Minnesota STAR Program http://www.starprogram.state.mn.us/loan.htm PACER Center http://www.pacer.org/stc/library/
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Explore
Assistive Technology Minnesota Weebly http://assistivetechnologyminnesota.weebly.com/
Kathy Schrocks Guide to Everything http://www.schrockguide.net/
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StateDHHNetworkMeeting 10/04/2013

Assistive Technology Consideration and the SETT Process

300.105 ASSISTIVE TECHNOLOGY

34 CFR 300.105 - Assistive technology. (cont.)

IDEA 2004 Added

300.6 AT SERVICE INCLUDES:

300.6 AT SERVICE INCLUDES:

300.6 AT SERVICE INCLUDES:

300.6 AT SERVICE INCLUDES:

300.6 AT SERVICE INCLUDES:

[Authority 20 U.S.C., Chapter 33, 1401(26)]

ASSISTIVE TECHNOLOGY CONSIDERATION

34 CFR 300.324 Development, Review and Revision of IEP.

What does consider mean?

Possible Outcomes of Consideration

Possible Outcomes of Consideration Continued

Possible Outcomes of Consideration Continued

Possible Outcomes of Consideration Continued

How do we know we have considered AT?

What makes the SETT framework effective?

What does it mean to reframe?

The Minnesota Manual for Consideration and Evaluation of Assistive Technology

How is the Minnesota AT Manual consistent with SETT?

Who Determines the Need for AT?

300.105 ASSISTIVE TECHNOLOGY (Documenting AT in the IEP)

AT Included in PLAAFP (Present Level of Academic Achievement and Functional Performance)

Assistive Technology as a Stand Alone Goal

Assistive Technology as a Condition within a Goal (or Short Term Objective)

Assistive Technology as a Related Service

Assistive Technology as a Related Service

Assistive Technology as a Related Service

Assistive Technology in Supplemental Aids and Services

Assistive Technology in Supports for School Personnel

Assistive Technology in Participation in State and Local Assessments

Information for AT Trials

Describing versus naming an AT product in the IEP document

Feature Match Various Products

Assistive Technology Minnesota Weebly http://assistivetechnologyminnesota.weebly.com/

Kathy Schrocks Guide to Everything http://www.schrockguide.net/

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