48 ASNAT Math _ 123

ASNAT & MathWisconsin Assistive Technology Initiative www.wati.org ASNAT Assessing Student’s Needs for Assistive Technology... • Participants will be able to access resources and tools f

ASNAT & Math

Wisconsin Assistive Technology Initiative

www.wati.org

ASNAT Assessing Student’s Needs for

Assistive Technology

• Participants will understand the SETT process

as it relates to identifying appropriate AT for Math

• Participants will have basic knowledge of the

AT continuum for Math as identified in the

ASNAT Math Chapter

• Participants will be able to access resources and tools for trial with students who need AT Math supports

• 2009 ASNAT revision

(Assessing Students’ Need for Assistive Technology)

• Uses the SETT framework for AT assessments

Student Environment

Tasks Tools

– Framework developed by Joy Zabala 2002

• http://sweb.uky.edu/~jszaba0/SETTUPDATE.PD F

– Implementation Plan & Follow-up added by WATI

• Revised version has added Sensory Considerations

Using the SETT

framework

• “Traditional” SETT

– The Student

• Identify the functional area(s) of concern?

• Special needs (related to area of concern)

• Current abilities (related to area of concern)

• What does the student need to communicate that is difficult or impossible

to do independently at this time?

Using the SETT

framework

• The Environment(s)

– 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)

Using the SETT

framework

• The Tasks

– 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, environmental control)

Using the SETT

– 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 environments.

– Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.)

– Collect data on effectiveness (Zabala 2002)

Using the SETT process

Decision Making Guide

Using the Student Information Guide in the

SETT Process

• The Guide is intended to help the team discuss key

issues when assessing the need for AT for a specific

• Team members take roles of: Facilitator, Recorder, Time Keeper

The Student

Assistive Technology for Math

The Environment

Assistive Technology for Math

Environmental Considerations

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

•Visual clutter

•Fluorescent lighting versus full spectrum lighting

•Classroom and background noise

•Tactile stimulation

•Awareness of physical space

•Other individual specific sensitivities

The Task

Assistive Technology for Math

Narrowing the Focus

• As a team, identify by circling or other means those few tasks the student needs to do that will have the most impact.

Solution Generation:

Tools/Strategies

As a team, brainstorm and write on chart paper any assistive technologies &/or

strategies you think will assist the student

in successfully completing those tasks you

identified.

– Brainstorm possible AT

– Don’t evaluate (yet)!

– Remember to include AT that the student

already uses

– Use all resources including people

Assistive Technology:

past and present

• When brainstorming, be sure to

consider AT tried in the past and

that currently used as the students strengths, skills and technology

changes

The Tools

Assistive Technology for Math

AT for Math

• Math Manipulatives

AT for Math

• Abacus/Math Line

AT for Math

• Math “Smart Chart”

– Math Scripts

AT for Math

• Digital Access to Math

AT for Math

• Math Tool Bars

– Equation Editor

AT for Math

• Virtual Manipulative

Solution Selection:

Tools & Strategies

• Review the list of potential tools

– Now is the time to evaluate for a

match with:

• Student (abilities, difficulties, likes/dislikes)

• Environment (supports, obstacles)

• Tasks (what 1-2 things do you want the student

to do?)

– Prioritize selections

• When (do I need to say it again?)

• For how long?

– Write down your expectations (objectives) so you know if the AT is working or not!

– Give everyone a job

Follow-up Plan

• Before the meeting

is over, plan the

group can review

who, what, when, &

expectations

Tools Resources

Refer to WATI (2009) Assessing

Students Needs for Assistive

Technology (ASNAT) chapter 8: Math, for an extensive list of resources,

vendors and websites

References Resources

Refer to WATI (2009) Assessing

Students Needs for Assistive

Technology (ASNAT) chapter 8: Math, for an extensive list of References.

• It’s not about the technology/device- it’s

about matching the S tudent, the

E nvironment and the T ask with the best