Implementation of anything new in a classroom takes time. Implementing a new classroom management technique, implementing a new schedule, or even implementing assistive technology into the room, the teacher needs to think about the support it holds for the students and its ability to promote social or academic progress. When considering AT for a certain student, we must first clearly identify the needs of the students, and the tasks that need to be completed in order for the student to be able to fully participate in the general curriculum. AT can help a child with navigating, social and academic participation, creating writing pieces, communication with others, access to print materials, taking tests, hearing aids, decoding print, and even organizational and work skills.
The SETT framework utilizes each aspect of AT considerations.
Student
Environment
Task
Tools
are the pillars of the SETT framework and determines if AT is needed for a student.
Like I stated earlier, when you start anything new in the classroom, you need to continually check on the implementation of the AT device or services to see if it is effective for the student. You need to progress monitor, observe the student, collect data, compare frequency, show recorded observations, and even interview all staff members that work with the student, and the student themselves, to see if this technology is actually supporting and accommodating the student to fully participate in the general education curriculum.
If you need to find out more information on AT implementation and usage in an IEP, please visit www.atinternetmodules.org for more information! This is such a GREAT resource!
Remember that with AT implementation, you need to keep in mind the physical access, sensory access, availability of materials and technology, and any other additional supports you might need in order to accommodate the disabled student!
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