ASNAT & Math

Wisconsin Assistive Technology Initiativewww.wati.org

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ASNATAssessing Student’s Needs for

Assistive Technology

Objectives

• 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.

Introduction

• 2009 ASNAT revision(Assessing Students’ Need for Assistive Technology)

• Uses the SETT framework for AT assessmentsStudent EnvironmentTasks Tools

– Framework developed by Joy Zabala 2002• http://sweb.uky.edu/~jszaba0/SETTUPDATE.

PDF

– 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 framework

• The Tools– Tools include devices, services and strategies…

everything that is needed to help the student succeed.

– 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 WATI’s versionof the SETTFramework for Math.

Guide will beDifferent for every area ofAT assessment

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 student.

• It helps teams consider the whole child & environment & not “jump” to a device!

• It is a group (sped, reg. ed, support staff, admin., parent, student) process in which everyone contributes.

• Important to write on a large format so that everyone can see, edit, remember (shared group memory), stay focused, and be informed!

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

The Student

Assistive Technology for Math

Student

List the functional areas of concernWhat are the student’s special needs related to the area of concern.What are the student’s abilities….What motivates the student?Other questions you might ask?

The Environment

Assistive Technology for Math

Environmental Considerations

What specific environmental considerations need to be addressed? Obstacles? Supports?Attitudes of others?

What are other the environments that need to be taken into account?

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to access math?

– 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

Tasks to Consider

• What does the student need to do to achieve educational goals from their IEP and be an active participant in their environment?

• What are other students doing in the same environments?

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 Continuum

• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

AT for Math

• Math Manipulatives

AT for Math

• Low Tech Physical Access– Rulers– Stamps– Adapted manipulative

AT for Math

• Abacus/Math Line

AT for Math

• Adapted Math Paper– Enlarged worksheets– Graph paper– Guideline paper

AT for Math

• Adapted Math Tools– Calculators– Adapted measuring devices– Adapted time tools

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

• Alternative Keyboards– Portable Math Processors

• CalcuScribe• Intellikeys

AT for Math

• Virtual Manipulative

AT for Math

Math Software and Web Simulations– Physical access– Computation– Visualization– Scripting

AT for Math

• Voice Recognition Math Software– Considerations

• Speech• Cognitive abilities• Dictation skills• Literacy/Editing• Motivation• Support

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

Implementation Plan

• Very Important! This is often where it breaks down!– Write down on the group chart (for top

priorities)• Who is going to do… (get specific)• What (ditto)• 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 follow-up– For accountability– We are all busy, so

plan it now!– Bring list from

original meeting so 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.

Conclusion

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

Environment and the Task with the best

Tool

• Finally some research about using technology…….– …using technology for compensatory

intervention actually also provides remedial benefits (Silver-Pacuilla, H., Ruedel K. & Mistrett, S. p. 8).