1. The Team Approach to AT/TSE Assessment
Adapted from the work of
Joy Zabala and Penney Reed
Revised and updated from
Dr. R. Fahey and Dr. A. Finch
By: Teresa Pinder

2. Assessment -vs.- Evaluation
Dimension:
Focus of Measurement
Process –vs.- Product Oriented
Uses of Findings
Diagnostic –vs.- Judgmental
Standards of Measurement
Absolute –vs.- Comparative
Relationship
Reflective/Cooperative –vs.- Prescriptive/Competitive

3. Who makes up the AT team? Special educator
Parent and other family members
General education teacher
Appropriate specialists
Assistive technology specialist
Student / User

4. Who are these specialists and what are their roles?
Speech/language pathologist (SLP)
Occupational therapist (OT)
Physical therapist (PT)
Audiologist
School psychologist
Social 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 approach
Focus on student needs and abilities
Examination of task to be completed
Consideration of relevant environmental issues

7. Elements of an AT Assessment
Trial use of the AT
Providing necessary supports
Viewing the assessment as an on going process
When something changes
the team takes another look

8. SETT Framework (Zabala)
SETT Framework for assessment, decision making and implementing the AT plan.
S: for the Student
E: for the Environment
T: for the Tasks
T: 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 know
What we need to know!

10. E: The Environment
What 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 Task
What 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 Plan
How 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 Library
Free loaners or short leases from vendors
Community sources for short term loan
Websites for downloads and information

14. Follow-up and Decision Making
Re-evaluation following trial period
Recommendations from team members
Training of student and others
Identify funding sources
Emergency/ back-up planning for downtime
Establish 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: