Key: SETT – student, environment, task and technology

Student

• Is the student motivated and interested in the AT selection and process?
• Is the family interested and supportive?

Environment

• Is support from important figures at the school available? i.e. School administration, IT Department
• Does the school have the appropriate physical space for the student and the AT solution?
• Is there any need for auxiliary or peripheral technology, and is it in place?

Team

• Are the people involved collaborative and motivated to find the best suitable AT solution?
• Are the team members able to articulate specific IEP goals, where the AT solution can be used to support?
• Do the team members understand the steps in an effective implementation plan and are they going to be involved?
• Do team members have the necessary training and resources to support the use of the AT solution?

Task

• What the student needs to do in the specific environment to achieve the goal
• What is happening when the student uses the AT
• What’s the instructional goal, and what app will support the goal selected

Technology

• Does the AT solution’s features match the needs of the student and the IEP/curricular goals?
• Is the technology easily accessed and readily available to the student?
• Is the technology up-to-date and in a good working condition?

With the iPad, some other areas to consider are:

• What type of students would benefit from this AT solution?
  • Students with vision impairments
  • Students with learning disabilities
  • Students with physical disabilities
  • Students with ASD

• TPACK framework, according to Hutchison
• Think about what you’re teaching: literacy content knowledge
• How you can best teach it: pedagogical knowledge
• How the technology could be used to support the student learning: Technology knowledge

Question to reflect:

“Does the tool enhance literacy instruction and promote progress toward a literacy learning goal? OR Is it only being used as an add-on to instruction?” ~Hutchison