About
the SETT Framework
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The two papers below have been in circulation for quite some time. Recently, I realized that some of the things that I am currently saying and teaching about the SETT Framework are somewhat different that what is contained in those papers, not in principle, but in the wording. Some of the words have changed to help people more readily understand the intent and effective uses of the SETT Framework. This brief update builds upon and, in my experience, clarifies what is contained in the two papers below. It underscores that the SETT Framework is not a protocol for assessment, but rather an organizational tool that is intended to be an integral, ongoing part of ALL phases of assistive technology. It is meant to support and encourage broad communication and participation by students, their family members, and professionals - all people on IEP teams and other collaborative teams as they work together to determine the possible need for assistive technology devices and services. Futher, if needed, the SETT Framework supports the development, delivery, and evaluation of effectiveness of assistive technology services in a way that promotes people working together to improvement the educational results of students and the active life participation of all people with disabilities. I hope that you will find this update helpful and invite you to share it with others.
The SETT Framework was first introduced at the Closing the Gap Conference on the Use of Assistive Technology in Special Education and Rehabilitation in October of 1995, in Minneapolis, Minnesota. The SETT Framework was one part of a three part presentation. This paper was included the in the handouts for that presentation.
SETTing the Stage for Success: This personal reflection on the SETT Framework shares insights into the development and use of the SETT Framework. It provides considerations for using SETT as a collaborative tool by which groups of people with varying previous experience in assistive technology can effectively build consensus and align expectations in order to: 1) consider and establish the need (or lack of need) of an individual student for assistive technology; 2) work toward developing a system of tools with which a student can use to address identified needs; 3) link assistive technology assessment and intervention; and, 4) align purpose, expected results and evaluation measures when choosing and using a system of assistive technology tools.
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