Presentation on theme: "The Team Approach to AT/TSE Assessment"— Presentation transcript:
1 The Team Approach to AT/TSE Assessment Adapted from the work ofJoy Zabala and Penney ReedRevised and updated fromDr. R. Fahey and Dr. A. FinchBy: Teresa Pinder
2 Assessment -vs.- Evaluation Dimension:Focus of MeasurementProcess –vs.- Product OrientedUses of FindingsDiagnostic –vs.- JudgmentalStandards of MeasurementAbsolute –vs.- ComparativeRelationshipReflective/Cooperative –vs.- Prescriptive/Competitive
3 Who makes up the AT team? Special educator Parent and other family membersGeneral education teacherAppropriate specialistsAssistive technology specialistStudent / User
4 Who are these specialists and what are their roles? Speech/language pathologist (SLP)Occupational therapist (OT)Physical therapist (PT)AudiologistSchool psychologistSocial worker
5 AT Considerations for the Team: Would AT assist in better performance or improve abilities with less restrictions and/or greater independence?What tasks do we want the student to do that he/she is unable to do that reflects his/her skills abilities? (reading, writing, communication, etc.)Is any form of AT currently being used and if so, how successful is it?
6 Elements of an AT Assessment Use a team approachFocus on student needs and abilitiesExamination of task to be completedConsideration of relevant environmental issues
7 Elements of an AT Assessment Trial use of the ATProviding necessary supportsViewing the assessment as an on going processWhen something changesthe team takes another look
8 SETT Framework (Zabala) SETT Framework for assessment, decision making and implementing the AT plan.S: for the StudentE: for the EnvironmentT: for the TasksT: for the Tools needed for the student to address the task(s)
9 S: The Student Who is the student? What are the student’s special needs? What are the students current abilities?What does the student need to do? (main areas of concern)Identify about the student:What we knowWhat we need to know!
10 E: The EnvironmentWhat are the instructional and physical arrangements in the environment(s)? Are there special concerns?What materials and equipment are currently available in the environment(s)?What supports are available to the student and the people working with the student on a daily basis?How are attitudes/expectations of others in the environment affecting student performance?
11 T: The TaskWhat activities/tasks occur in the student’s natural environments which enable progress of the IEP goals?What is everyone else in the environment doing? (peers, siblings, others?)What are the critical elements of the activities/tasks and what makes these difficult for the student?
12 T: The Tool(s)Is a solution of AT tools and strategies required for the student with these needs and abilities to do these tasks in these environments?What low tech, mid. tech, and high tech solutions should be considered?How might the student’s special needs be accommodated without changing the important elements of the tasks/activities?What strategies might be used to incorporate AT solution(s) into the situation/activities ?
13 Implementing an AT Plan AT Trial PlanHow long will we try the device/solution(s)?When will we get started?Who will be responsible for follow-up?Where can we get trial a device/system?State Loan LibraryFree loaners or short leases from vendorsCommunity sources for short term loanWebsites for downloads and information
14 Follow-up and Decision Making Re-evaluation following trial periodRecommendations from team membersTraining of student and othersIdentify funding sourcesEmergency/ back-up planning for downtimeEstablish a follow-up schedule
15 Resources:Dell, A. G., Newton, D. A., & Petroff, J. G. (2008) Assistive technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson-Prentice Hall. Upper Saddle River, NJ. ISBN-13: ; ISBN-10:Cook, A.M. & Polgar, J.M. (2008) Cook and Hussey’s assistive technology: Principles and practice. (3rd Ed.) St. Louis, MO: Mosby. ISBN:Web Sites: