# LaTeX code for Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy

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The SETT framework is a widely used diagnostic tool for developing assistive technologies [\href{http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf|http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf}{[1]}]

\\"Originally developed to support assistive technology selection and use ineducational settings, the principles of the SETT Framework have been used to guide decisionsabout a much broader range of educational services, and also, with minor adjustments, have beensuccessfully used in non-educational environments and service plans."

\section{SETT (Student, Environment, Task, Tools) framework \href{http://www.spectronicsinoz.com/conference/2012/pdfs/handouts/SETT-Overview.pdf}{.Pdf of conference handout}}
\begin{verbatim}
The SETT Framework, developed by Joy Zabala, is an organisational instrument to help collaborative
teams create student-centred, environmentally useful, and tasks-focused tool systems that foster the educational
success of students with disabilities.
\end{verbatim}
\begin{verbatim}
Key questions are asked in each area to in order
to guide teams in gathering data and information to support the consideration and implementation of appropriate
inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion
and provide a vehicle for the team to collaborate and form a consensus on ???where to from here???.
\end{verbatim}

\textbf{Student}
\begin{itemize}
\item What are the student???s current abilities?
\item What are the student???s special needs?
\item What are the functional areas of concern?
\item What are the other students doing that this student needs to be able to do?
\item What does the student need to be able to do that is difficult or impossible to accomplish independently at
\end{itemize}

this time?\textbf{Environment}
\begin{itemize}
\item What activities take place in the environment?
\item Where will the student participate???classroom, home, community, therapy?
\item What is the physical arrangement?
\item What activities do other students do that this student cannot currently participate in?
\item What assistive technology does the student have access to or currently use?
\end{itemize}

\begin{itemize}
\item What specific tasks occur in the environment?
\item What activities is the student expected to do?
\item What does success look like?
\end{itemize}

\textbf{Tools}
\begin{verbatim}
Tools are devices and services???anything that is needed to help the student participate and benefit from.
\end{verbatim}
\begin{itemize}
\item Are the tools being considered on a continuum from no/low to high-tech?
\item Are the tools student centred and task oriented and reflect the student???s current needs?
\item Are tools being considered because of their features that are needed rather than brand names?
\item What is the cognitive load required by the student to use the tool?
\item What are the training requirements for the student, family and staff?
\end{itemize}
\begin{verbatim}
When an inclusive technology solution is identified teams need to consider a number of factors.
\end{verbatim}
\begin{itemize}
\item Does this tool address the tasks the student is experiencing difficulty with?
\item Does it reinforce least restrictive options?
\item Is it simple to use and acquire?
\item Will it be accepted by student, family, and peers?
\item Will the student require a range of strategies for an individual task?
\item Were no/low-tech options also considered?
\end{itemize}
\begin{verbatim}
Finally, a trial and evaluation of the inclusive technology selected is undertaken.
\end{verbatim}
\begin{verbatim}
The SETT Framework is not a one off event but an ongoing framework
\\ for collaborative teams to gather information and ensure that the most appropriate inclusive technology tools
\\ are being utilised by the student. As a result there needs to be ongoing Re-SETTing, where teams