Assistive Technology

SETT* Framework

Student _____G________        Date: ______Sept 2015__________________        Completed by: _____Jillian Wennekamp____

Student:

(If filling out on paper, use additional sheets, if needed.

Environment(s):

Tasks: – what does the student have to do?

Tools – strategies, accommodations, and tools

Using Now

To Explore

  • Grade 10 boy
  • audio learner
  • has a reading disability
  • has ADHD- inattentive, takes medication to address his ADHD
  • had leukemia as a toddler
  • very athletic
  • prefers to move around
  • very social
  • has had an IPP since grade 2
  • likes to sit in the back so he can see the whole class
  • prefers to listen to music while completing work to avoid being distracted by friends
  • communicate effectively
  • complete his work
  • ask for help if unclear
  • follow classroom routines
  • focus attention positively on their Kindergarten buddy
  • encourage and aid their kindergarten buddy
  • computer
  • calculator
  • smartphone

  • using speech-to- text (STT) software
  • using text- to- speech (TTS) software
  • using a scribe
  • using audio versions of exams or a scribe

Assistive Technology

SETT* Framework

Student _____S________        Date: ______Sept 2015__________________        Completed by: _____Jillian Wennekamp____

Student:

(If filling out on paper, use additional sheets, if needed.

Environment(s):

Tasks: – what does the student have to do?

Tools – strategies, accommodations, and tools

Using Now

To Explore

  • Grade 10 girl
  • visual learner
  • has severe anxiety, takes medication to address her anxiety
  • very artistic
  • prefers to sit in the back and not draw attention to herself
  • very social in a quiet way
  • has an IPP
  • likes to sit alone
  • prefers to listen to music while completing work to avoid being distracted by friends
  • likes to draw her ideas
  • misses class often but has been good about catching up on work
  • communicate effectively
  • complete her work
  • ask for help if unclear
  • follow classroom routines
  • be present at each collaborative event
  • focus attention positively on their Kindergarten buddy
  • encourage and aid their kindergarten buddy
  • computer
  • calculator
  • smartphone

  • using audio versions of exams or a scribe to help decrease test anxiety
  • use of powerschool
  • use of teacher websites to monitor school work
  • use of google calendar to monitor assignment due dates

Assistive Technology

SETT* Framework

Student _____H________        Date: ______Sept 2015__________________        Completed by: _____Jillian Wennekamp____

Student:

(If filling out on paper, use additional sheets, if needed.

Environment(s):

Tasks: – what does the student have to do?

Tools – strategies, accommodations, and tools

Using Now

To Explore

  • Grade 11 boy
  • tactile learner
  • has dyslexia
  • parents are divorced, he is living with mom but there is little support from home
  • very social
  • athletic
  • struggles to stay on task
  • has had an IPP since grade 5
  • likes to sit in the back so he avoid his task
  • refuses to do homework
  • misses a lot of school
  • communicate effectively
  • complete his work
  • ask for help if unclear
  • follow classroom routines
  • focus attention positively on their Kindergarten buddy
  • encourage and aid their kindergarten buddy s
  • computer
  • calculator
  • smartphone

  • using speech-to- text (STT) software
  • using text- to- speech (TTS) software
  • use of powerschool
  • use of teacher websites to monitor school work
  • use of google calendar to monitor assignment due dates

Assistive Technology

SETT* Framework

Student _____K________        Date: ______Sept 2015__________________        Completed by: _____Jillian Wennekamp____

Student:

(If filling out on paper, use additional sheets, if needed.

Environment(s):

Tasks: – what does the student have to do?

Tools – strategies, accommodations, and tools

Using Now

To Explore

  • Grade 10 girl
  • audio and visual learner
  • suspected reading disability
  • struggled last year but is successful this year with support
  • very musical
  • prefers to work alone
  • struggles in all core subjects due to lack of background knowledge
  • likes to sit near the front so she can see and hear the instructor
  • works hard but often does not ask for help when struggling because she does not want people to know she struggles
  • tries to not draw attention to herslef
  • communicate effectively
  • complete his work
  • ask for help if unclear
  • follow classroom routines
  • focus attention positively on their Kindergarten buddy
  • encourage and aid their kindergarten buddy
  • computer
  • calculator
  • smartphone

  • using speech-to- text (STT) software
  • using text- to- speech (TTS) software
  • using audio versions of exams or a scribe
  • use of teacher websites to monitor school work