Decision Making - Troy School District

Assistive Technology | Decision Making

Decision Making and Referral Process

Assistive Technology (AT) is used to support a student's IFSP, IEP, and Transition Plan. At least one person on the IEP Team should have adequate knowledge about AT. The decision-making process is a collaborative team effort. IEP teams should record and document the deliberation that leads to the decision made, regardless of the determined outcome. The team should be transparent in their AT decision-making process. Performance and progress data should be reviewed and interpreted at regular intervals to determine ongoing AT needs.

First page of the PDF file: AT Decision Making_Referral Process_5

Document the Process

SETT FRAMEWORK

SETT FRAMEWORK

The SETT Framework (Student, Environment, Task, Tools) is a collaborative approach to help teams with determining efficient and effective AT solutions (both devices and services). The SETT Framework is built on the premise that in order to select appropriate AT devices and services, teams must first gather information about the student, the customary environments in which the students spend their time (i.e., the classroom, lunchroom, playground, home, community setting, or workplace) and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. Utilizing this framework, the team can identify and prioritize a student's needs and develop an implementation plan to set the individual who may require AT up for success.

SETT FRAMEWORK DOCUMENTATION

Tell The "Why"

WHY IS ASSISTIVE TECHNOLOGY BEING CONSIDERED?

WHY IS ASSISTIVE TECHNOLOGY BEING CONSIDERED?

What do we want the student to be able to do, based on standards and goals?
Can the student accomplish the tasks or achieve the goals independently using standard classroom tools?
- If not, can the student accomplish the tasks or achieve the goals when provided with accommodations or modifications?
- If not, can the student accomplish the tasks or achieve the goals when provided with AT currently available?
If not, what additional supports need to be provided?

RESOURCES FOR CONSIDERING AT

Feature Matching

what features does the student require?

what features does the student require?

FEATURE MATCHING PRINCIPLES

Feature matching is not:

just picking a system or preferred product.
about what the adult is most comfortable with.
a one-time decision.
just one tool to meet all needs in all situations.

Feature matching is:

matching a student's strengths, abilities & needs with available tools and strategies.
a way to distinguish between 'must have' versus 'would like' features.
an ongoing process.
a combination of tools and strategies to meet an individual's needs now and in the foreseeable future.
a quality match between student & AT, which leads to optimal use by the individual with ongoing support from key stakeholders.

Set Purposeful Goals

Focus on the task, not the tool

Focus on the task, not the tool

When developing goals that incorporate the use of assistive technology it is important to focus on the task and not the equipment. The use of AT should not be the goal, but a way to meet educational goals and foster independence.

QUESTIONS TO ASK WHEN SETTING GOALS

Will the student be able to use the skill in the immediate environment?
Is it a functional, useful skill?
Will the student be able to use it often?
Is the skill a prerequisite for learning more complex skills?
Will the student become more independent?