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Part 1: Participants will review the SETT model and outline how they would use it for in conjunction with a student’s School Support File, including identification of appropriate assessment approaches.
Part 2: Create a SETT plan in MS Word or Google Docs for a sample student and post a link to it and reflection here (min 150 words) as a reply to this post.
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The SETT model is a child-centered approach and it provides the teacher and other professionals with a structure on how to collect data on support students using Assistive Technology. The SETT model can be used by teacher, SET team, students, parents and other professionals when creating goals for the IEP at School Support Level. The SETT model is flexible and specific to individual students. I like this model as it supports the teacher and others in identifying what will work the child’s specific needs.
For this task I created a sample SETT plan for a student in 6th class with intellectual disability.
Please see the link to the google doc.
https://docs.google.com/document/d/1RaI_6cwrDtxtCxde8s2KdJf4atwasDNv1qPgGs9s-24/edit?usp=sharing
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Here is Link to my SETT plan
The SETT model, a valuable framework for assistive technology implementation, holds great potential for Irish education. By systematically analyzing a student’s needs, abilities, and challenges, SETT fosters personalized support. Complementing a student’s School Support File, SETT ensures a comprehensive approach to individualized education plans (IEPs). It helps educators identify suitable assistive technologies, ensuring equitable access to education. Assessment approaches within SETT encompass direct observation, consultation with teachers and therapists, and collaborative input from students and parents. These assessments facilitate informed decision-making, leading to the integration of tailored assistive technologies, ultimately promoting inclusive and effective learning experiences for all students with SET
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Sorry I think this is the correct link hopefully
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<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”color: #163c42; font-family: Calibri, sans-serif;”><span style=”font-size: 14.6667px;”>The SETT model is a flexible tool which can support teachers in identifying the characteristics of the student, the environment, and the required task so that the correct assistive technology tools can be selected. The framework encourages collaboration throughout the 4 phases of decision making. It also provides questions that the teachers can ask themselves during each phase. The first 3 phases of the model do not need to be explored in order or separately, but they do need to be completed before the tools are considered. The framework is a thorough but simple approach which certainly appeals to teachers. If this approach is carried out in the way it is intended, then it is more likely that the appropriate tools will be selected. The framework encourages constant evaluation as the needs of the student changes. I will certainly be using this framework to help me pick the correct tools for the students I am working with. I will collaborate with the new and the previous class teachers as well as consulting any reports the children may have. </span></span></p>
The link to my SETT plan is below. -
The SETT model support teachers in deciding the most appropriate assistive technology supports for students. A SETT plan can be developed in conjunction with a student’s Individual Educational Plan, as the student’s needs become more apparent. The IEP is informed by psychological reports, the student’s academic performance and social developmental needs, as well as parent and teacher reports. This information can also form the basis of the student’s SETT assessment and plan.
A SETT plan will ensure a tailored plan to address the particular needs of a student and maximise his or her learning potential in a given situation. The provision of a plan, facilitates the sharing of this information among the relevant teachers.
Module 4 SETT plan for EAL student.docx – Google Docs-
Hi Siobhan,
Thanks for your post – the SETT plan works really well in conjunction with a student’s school support plan, and can often be included as an appendix. It can be useful to survey the child, class teacher and parents before designing your SETT plan, and allow them to have some input as to where they feel they need support. This can be very effective for pupils in senior classes. I think SETT plans are really good in that they focus you on the four key areas (student, environment, task and tools). Here, we can put very focussed interventions in place to assist the child’s priority needs. In reality, collaboration between both class teacher and SET is imperative to ensure the best results are achieved for the child.
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The SETT model supports teachers in deciding the most appropriate assistive technology supports for students. A SETT plan can be developed in conjunction with a student’s Individual Educational Plan (IEP) as the student’s needs become more apparent. The IEP is informed by psychological reports, the student’s academic performance and social development needs, as well as parent and teacher reports. This information can also form the basis of the student’s SETT assessment and plan. A SETT plan will ensure a tailored plan to address the particular needs of a student and maximise his or her learning potential in any given situation. The provision of a plan, facilitates the sharing of this information among the relevant teachers.
SETT Plan for EAL student
https://docs.google.com/document/d/1weWoF3Tr69PN-ht5L_l_BP8XiJt8AmRS/edit
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The SETT framework is a clear and efficient tool to assist in identifying appropriate assistive technologies for a child. The child’s Student Support Plan is drawn upon to help identify strength’s, interests and areas of concern. Parents, teachers and any relevant outside agencies will have had input here also. By carefully considering the environment and the tasks which the child is expected to undertake, appropriate tools (no/low tech, medium or hi tech) to support the child can then be identified and implemented, allowing the child to access the curriculum and achieve his/her full potential.
Below is a SETT plan for child A. This is a 12 year old boy beginning 4th class. He has an existing diagnosis of ASD and a more recent diagnosis of dyslexia and dyscalculia. While he has an excellent imagination, he really struggles with organising his ideas and writing is a real struggle for him (both due to his dyscalculia and attention span). Allowing him to choose from a differentiated amount of 3 story starters still gives him a sense of ownership and choice in his work. Using the Immersive reader he can independently read the story starters and then pick one of his choice. The story mountain visual will serve as a reminder to structure his story; introduction, problem, solution. The X-Mind mind mapping tool will allow him to organise his ideas before dictating them. This will eliminate his struggles with physically writing and particularly his spellings. Using the Immersive Reader he will then be able to listen to his draft and make any changes he may wish. This will enable him to complete the task, drawing on his strengths (great imagination) at his own pace and feel a sense of achievement in doing so.
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Hi Helen,
Thanks for sharing such a comprehensive sample plan which uses a number of digital tools that enable the student in question to focus on content (and his creativity) rather then the mechanics of writing. That’s really what assistive technology is all about enabling students to work at their own pace and experience success regularly with the scaffold provided.
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The SETT model is a great tool to Identify tools which would suit the students needs by thinking of the Student, the Environment, the Task and the assistive technology Tools available. Linking this model with the Students’ Support Plan would be beneficial as it would be a great way to break down the SMART targets set in the SSP to identify the most effective way to achieve the target. Following this model would have the teacher and those involve to critically look at the best tools to use with the student at the focus of the decision-making process.
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Hi Jacqueline,
Thanks for sharing your sample SETT plan, I’ve not had the experience of teaching a student who is pre/non verbal having been in SET in a senior mainstream but can imagine it can be challenging when you are dependent gestures and facial expressions to communicate. Also thanks for sharing the specialist Proloquo app, I’d not heard of it before but sounds like an extremely powerful tool for augmentative and alternative communication. I’ve taken the liberty of adding a link to it here for other participants who maybe interested in discovering more.
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<span style=”font-family: ‘Georgia’,serif; color: #333333;”>The SETT Model consists of gathering information across 4 different areas relating to a student with SEN – these being the Student themselves what are the areas of concern where support is needed, the <span style=”background: white;”>Environment – the overall learning environment for the student including equipment and materials used, Tasks – what specific learning tasks are required for the student to achieve the goals and the expectations for the students and under Tools – what tools are currently used to support the student including what additional tools would be helpful.</span></span>
The Student Support File would be very important for gathering information of the abilities and needs of the student in question. By using the Student Support file as a starting point in the SETT Framework process this will ensure that the needs of the student are at the forefront of all plans developed to support them to reach their true potential in education and beyond.
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https://docs.google.com/document/d/1ahtnhy-N9IDHVd_WvXfz49Afyln92VeyVbGT0VsSNxc/edit?usp=sharing
This is a SETT plan for a 9 year old girl going into 3rd class. She has recently been diagnosed with dyslexia. I decided to focus on a reading and writing task. The child will have to summarise the text (beginning, middle and end). The child would take a photo of the text using Office Lens and have it read aloud using Immersive reader. The child will have an iPad and head set for this task. We would then discuss the task. I would ask the child to organised their thoughts using a writing template to sequence the text and we would note down key phrases and words using sight words and phonics mats or personal dictionary. The child will summarise the story orally to me using the writing frame and key words. I will then ask the child to use the dictate feature on Microsoft word to record her response. We will then listen back to the recording so the child can self-evaluate their work.The SETT module is flexible and allows for each student to be assessed on their own needs. It also is a collaborative process that aligns with the process of compiling a student support file. When compiling a Student Support File the class teacher, SET and parents would work collaboratively to identify students strengths, current performance and needs. Psychologist, Speech and Language and occupational therapist reports may also contribute to this plan. The parents input in invaluable as they are the primary carers and know their child best. The learning environment would then be assessed, physical layout, where materials are stored. The team would then look at the tasks the child would be expected to do, then prioritise those tasks for the child and differentiate accordingly. That would finally lead to the tools currently being used and other tools which could be explored. What low tech tools are in place/could be put in place, what medium tech tools need to be implemented and finally if any high tech tools need to be explored.
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Hi Tara,
Thanks for sharing your SETT plan to support a child with dyslexia which utilises a good mix of low, medium, and high tech AT tools. Good use of Lens, Immersive Reader and Dictate here to support and scaffold the summarising task. I particularly like the idea of using Dictate to record the child’s responses and then listening back to self-evaluate. I’m also drawn to your reference to audio books in the plan, a format sometimes overlooked and a personal favourite of mine. When I worked in SET, I used audiobooks extensively as I found them in some cases liberating as they helped separate the narrative from the physical text, which invariably held negative connotations for students with significant reading difficulties.
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The SETT model is something I feel will be very beneficial for us when implementing a student’s IEP, it is something we do already but to have the structure and focus I feel will be very effective as it focuses on each student. So before the IEP is written up, addressing the four areas that are identified and getting everyone involved will hugely benefit the child and their progress.
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The SETT model allows teachers to identify the best approach in supporting the child to get the maximum benefit from assistive Technology. It should be created in collaboration between SET, class teacher, SNA if applicable and the parents. The child’s interests and strengths should be central to the supports identified as well as identifying the needs that are to be addressed. Much of this information will also be in the student support which must be consulted when drawing up a SETT plan. The SETT plan will cater for what will suit that individual child by highlighting information about the student, the environment, the tasks that need support and the tools that will be used to provide this support.
In my plan below, I have highlighted a SETT plan for a 12 year old boy with a diagnosis of dyslexia. I have highlighted the tasks that this boy will need support with and the tools that will be appropriate for this support. His strengths and weaknesses have been taken into account as well as the environment that will be used. The student support file is used to gather relevant information for the plan.
https://docs.google.com/document/d/1dK1yi9ZfzcpmCbXuhjUkxujTv5-kBmduIxHSILAb3Z0/edit
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Part 1
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Identifying The needs of a child using SETT is essential in creating the ideal learning environment. The ideal scenario is to have the child with SEN integrated as much as possible into the classs. Power Point live is a great platform to provide this integration. The (S) students challenges can be varied. If a child has visual challenges the PPT live allows the child to enhance the image, if the chil is EAL, PPT live has a subtitle function so that the child can follow in real time in one of 60 languages. The (E) environment is easy to provide as the majority of schools have access to individual IPADS. The children can follow live on their IPADS and those with challenges SEN can adapt their IPAD to their specific needs. This also provide many opportunities to create adopted tasks specific to the learner. An example task could be the children having to comment live that they understand the slide, the children can put a thumb up on the comments section instead of speaking or writing. PPT live provides a survey tool (T) that the children can use to assess their own learning and a summative assessment that does not require writing or speaking. This allows all learners to be assessed together. Platforms such as PPT live are excellent tools in covering the SETT framework.</span></p>
Part 2
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Student</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>‘Chris’ is a pupil with dyslexia and dyscalculia. After reading his IEP he struggles with completing written and reading tasks in mathematics in particular. He also struggles to work independently. However he has very good ability in mathematics.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Environment</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris is completing his work in a classroom environment. He sits near the teachers teask iun a group of four children. He has access to an IPAD and a SNA for 30 minute pers day. He also has access to a laptp.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Task</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris must complete three quarters of the multiplication math problems that the class as a whole are expected to complete. He must do this on an individual basis as much as possible, although he can use support from the SNA or his partner sitting beside him. He could not complete this without the use of AT.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Tools</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>Chris will use One Note to type out the equation. The SNA or partner will help him after the predictive process. He will then click on immersive reader function to have the math problem read back to him. This will then allow him to complete the problem.</span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”> </span></p>
<p class=”MsoNormal”><span style=”font-family: ‘Times New Roman’,serif;”>This is an excellent platform for a student with one or more than one challenge. It can address visual, oral, reading or writing impairments.</span></p>
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Hi Christy,
Thanks for the post and for the breakdown you have provided of a potential SETT plan. What I really like about the SETT model is that it really forces us to think about specific scenarios and the exact measures we plan to take to positively impact the learning experience of the individual child. PowerPoint Live is a great tool, and thanks for pointing this out. Its functionality in multiple languages makes it an ideal tool for EAL learners.
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SETT
Every student and each environment is unique so the SETT Framework for each child must be too. It focuses on four key areas; Student, Environment, Task and Tools. It’s developed in conjunction with the Individual Education Plan with input from the student, his/her parents, Class Teacher, SET and any external professionals, OT’s, SLTs etc. A collaborative approach with all of these professionals is essential for access and assessment .
Module 4 SETT Framework
My Plan below is for an 8 year old boy who has Downs Syndrome and needs support in communicating his wants and needs.
https://docs.google.com/document/d/13xs98B1uNA-uOM7KBnEe6vZoW9o-CggENSJR7DSzkIA/edit?usp=sharing
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Plan a lesson for a student in your class who has Dyscalculia..
Teaching ‘Addition without renaming’ to a first class boy. I have chosen to cover this topic before teaching the class as a whole to build confidence in this student. They will be confident and can explain the steps to other boys in a supervised setting to further cement the learning.
– Explicitly teach the language prior to the lesson. Have the boy demonstrate understanding.
– Provide a range of concrete materials (unifix cubes, blocks etc), Place Value mat, ICT Resources, visual animations, Videos on YouTube, manipulatives, games etc.
– Teach Step by step. Can be useful to cover the tens while adding the units and then covering units with adding tens.
– Scaffold the child in their learning and give lots of opportunity to use concrete materials to physically experience the concept. Give one to one time and allow lots of time to practice and engage.
-Evaluate understanding through assessment for learning/ assessment of learning. Require boy to demonstrate understanding by teaching another boy in the class how to do this.
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Hi Aoife,
Thank you for your post and for outlining your approach to meeting the needs of a pupil with dyscalculia. This is a challenging learning difficulty to overcome, and the research out there related to it is very much in its infancy (especially when compared to specific literacy difficulties, like dyslexia). The use of concrete materials and manipulatives is a key component of any maths lesson in an SET setting. There is also the scope to use some virtual manipulatives if the concrete approach is stagnating – these can be found on Toy Theatre and The Math Learning Centre.
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The SETT Plan linked below is for an 11 year old boy, with Dyslexia. In addition he has very poor attendance and lacks support at home. He is easily frustrated by his lack of ability to express his ideas in written form, he opts out of reading and writing tasks as a result.
With the help of Immersive reader and Helperbird initial obstacles would be removed, Mind X could assist greatly in helping him to organise his ideas when facing into a task, and speech to text software would certainly help him greatly in expressing his creativity and allow him to display his true potential rather than being pulled down by mis-spellings, grammatical errors and such
https://docs.google.com/document/d/1Rja6T89xheLwZNvmt_TjGXzgwQ60c5uER2kk9L6Zj2c/edit
Re: SETT Plans and the obvious links to creating IEP’s I believe there is clear scope for using these documents simultaneously and in parallel to each other to effectively plan for interventions to allow each and every child access quality and individualised teaching and learning.
Both documents call for teamwork with outside agencies, parents and class teachers to inform one about the individual child. There is a focus on strengths and weaknesses, a need for strategic planning and a need to identify resources.
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supporting the pupil in identifying simple verbs and using a full sentence with visual tools and action slides on the whiteboard with a voice over to augment learning
The level of literacy of our pupils is usually that of emergent reader or below and the challenge is to develop pupils oral language skills in addition to reading in a blended approach. Historically we work off an IEP format and that learning goals and an objectives for literacy and maths do not tend to be priority learning goals given the complex needs of our pupils . I have learnt lot on this course about what is available. For the level that our pupils are at is up is great to know that we are using tech if we don’t know it!
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Student Environment Tasks and Tools and focus on what is the appropriate and engaging assistive technology for the individual pupil.As mentioned above IEP s are used overall in identifying priority learning goals and in working with pupils with complex needs there will always be a priority learning need in communication skills and developing tools to support the pupil in terms of their communication goals. Snap Core is an AAC app. It is effectively picture communication symbols that is an iOS application
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Part 1:
Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. It will identify the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments.When drawing up a SETT plan the Student Support File must be consulted as areas of the Student Support File will feed into the SETT model. Both files are unique to the child.
Similar to the Student Support File the SETT plan will be collaborative with inputs and a review conducted by each key stakeholder (teacher, parents, SNA and any external parties..). A shared understanding across the stakeholders is critical to the success of the plan.
As with the Student Support File regular review is needed to assess whether the tools being used are indeed enhancing the student’s learning.
Part 2:
SETT plan for a 3rd class male boy diagnosed with dyslexia and dyspraxia. -
PART 1:
Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. It will identify the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments.
When drawing up a SETT plan the Student Support File must be consulted as areas of the Student Support File will feed into the SETT model. Both files are unique to the child.
Similar to the Student Support File the SETT plan will be collaborative with inputs and a review conducted by each key stakeholder (teacher, parents, SNA and any external parties..). A shared understanding across the stakeholders is critical to the success of the plan.
As with the Student Support File regular review is needed to assess whether the tools being used are indeed enhancing the student’s learning.PART 2:
SETT plan for a 3rd class male boy diagnosed with dyslexia and dyspraxia.
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Hi Deirdre,
Thank you for your post and for sharing your sample SETT plan with us. I have mentioned the value of the SETT model in previous replies, and how it allows you to identify specific interventions for this child. From completing the initial sections, you were able to identify samples of the different interventions that would be suited to this child at all three levels. As you have said, the SETT plan and the Student Support Plan should be complementary of one another and there should be a clear correlation between the targets outlined in the SSP and the suggested approaches in the SETT plan.
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<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”><span style=”box-sizing: inherit; font-weight: bold;”>Part 1:</span> Participants will review the SETT model and outline how they would use it for in conjunction with a student’s School Support File, including identification of appropriate assessment approaches.</p>
The SETT model can be an invaluable tool in order to ensure the appropriate match of supportive technology to the needs of the individual learner. The SETT model stands for Student, Environment, Tasks and tools. The best thing about this model is that it simplifies a complex question i.e. what is the type of support that we can give this child. I would use this framework in conjunction with a child’s IEP which will contain much of the important information needed.Step 1 – Student:Outline the strengths and weaknesses of the child.
Step 2 – Environment : Analyse the environment in which the AT needs to be used. Will it be appropriate for school? or home? Could it be a distraction for other students? Is there a physical access or cost issue? and so on.
Step 3 – Tasks : What exactly does the student need to be able to do and does the proposed AT meet this need?
Step 4 – Tools : What tool are already being used to help the child and what new tool are being considered. These include low, mid and high tech options. Here the team could decide what combination of tech could be used and a final decision can be made with the use of all relevant information.
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”><span style=”box-sizing: inherit; font-weight: bold;”>Part 2:</span> Create a SETT plan in MS Word or Google Docs for a sample student and post a link to it and reflection here (min 150 words) as a reply to this post.</p>
https://docs.google.com/document/d/11-2_18Ms2ZG2PXvWOxLX87W5fh8VRWAJi3rbHL8QvFA/edit?usp=sharing -
The SETT Framework shows me as a teacher how to best identify the characteristics of a Student, the Environments in which the student learns, and Tasks required to be an active learner before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments. A important feature of successfully applying the SETT Framework is a shared understanding across the school, class teacher/SET/SNA, outside agencies for example OT the student, and the family . This can be done in conjunction with a child’s support plan, and we can all look at the kinds of supports that will help the student. This will enable us to choose the best AT that will benefit that individual child.
I have made a SETT plan for a 10 year old boy, with dyslexia and handwriting issues. This child finds it challenging to concentrate for lengthy periods.
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Hi Aoife,
Thank you for your post. Like you have said, when designing and implementing a SETT plan, it is crucial that all personnel working with the child are involved. The same could be said for drawing up a School Support Plan. Indeed, it may also be useful to get the views of the pupil themselves, especially if they are in a senior class. From sharing your plan, it is clear to see that the students’ needs are very much fitting in with the different tools suggested at all three levels, e.g. pencil grips for handwriting difficulties, Chromebook access for developing touch typing, voice recorder and Dictate for spelling difficulties.
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The SETT model is highly beneficial for teachers to identify the best way to support a child in school. It supports teachers in identifying the student’s strengths and areas of need. Using this framework teachers will also look at the classroom environment, how instruction is given and what materials are used. Finally, teachers will identify what tasks the student is expected to do and what tools could be implemented to support the student in reaching their full potential. In the future, I will be sure to use this framework when creating student support files as they can both be used in conjunction with one another while involving the student, parents, and teachers.
In my plan below I have outlined a SETT plan for a boy in 3rd class with MGLD, writing and reading difficulties. I have highlighted the student’s strengths and areas of difficulty, the learning environment, expected tasks and tools that can be used to support learning. I have referred to the student support file to gather information for the plan.
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https://docs.google.com/document/d/1xhACDrUEffxESWmUMGff7dJsJ5TDyruYdFCKP5eM6hc/edit?usp=sharing
I hope the link works I am not used to using google docs so it took me a while to figure it out. I found the SETT model very realistic and very appropriate coming from a teacher in a special school for children with Autism and mild/moderate GLD. I think it is very child centred approach where the student is at the centre of it and the environment, task and tools are vital aspects to the development of the child on a whole. From reading other comments etc I am seeing another post about the use of proloque2go for non verbal child. To be honest before covid this would have been the only form of digital learning we would have used for communication but from the past few modules and reading other comments there is so much more to be explored. We have been using see-saw since covid but I am also hearing lots about google classroom and it seems to follow the SETT so well too.
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Hi Emma,
Thank you for your post and sharing your SETT plan with us. The SETT plan allows you to be really specific and think critically about what exactly you will need for a particular child. You have been able to identify a specific learning focus – to construct a sentence asking for something, using the digital device. This learning focus takes the child’s specific needs, as well as the classroom environment that they are learning in. It is fantastic that the course content and discussion forums have highlighted some additional tools which you may find useful.
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I really like the structure and the specificity of the SETT model. While I am still slower than I’d like to be in thinking about tasks and how to break them into their composite skills – it is forcing me to really identify individual skills and needs which will be of huge benefit for the students I work with. In an SET setting you can tailor the learning experience easier than that of a classroom teacher as you have less students to account for for certain lessons/ instruction times. Using the SETT as a framework you can pace instruction at a more specific pace, alter where you give the instruction, how you do so, with which supports which will allow me to best support the students’ learning. Tailoring how the student presents their work can allow you to showcase a broad range of assessments. You can do audio recordings of work, use text to speech or speech to text , drawings or present an MCQ quiz and use immersive reader to work through the questions.
https://docs.google.com/document/d/15CNMqb5686cBIBGfGs7kRaPjmBOvQCL_RrNmsxHKZ-M/edit?usp=sharing
This is a SETT plan for a student with dyslexia in second class learning about Birds and nature
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<p class=”MsoNormal”>Part 1: I think the SETT model is so beneficial in facilitating the appropriate selection of low-tech, medium-tech and high-tech tools suitable to support each individual student to meet their learning objectives. I feel it supports the students’ support file by focusing on the personal strengths of the student and identifying where the student is currently (their zone of proximal development), in order to identify the priority learning needs for the student. Similar to compiling the student’s priority learning needs based upon strengths and areas of particular interests, using the student support file, teachers collaborate with the student, their parents, teacher colleagues and other relevant professionals. All of this information is required to complete the first three steps of the SETT model which facilitates teachers and relevant other professionals to select the most appropriate tools to support the student and provide the student with the most appropriate tools to meet their specific needs.</p>
<p class=”MsoNormal”>Part 2: Please see attached SETT plan</p>
<p class=”MsoNormal”>https://1drv.ms/w/s!Ak3aW0A_ell1ji7eyUbM9CguuCwx?e=IdWwMF</p>-
Hi Sharon,
Thank you for your post and for sharing your sample SETT plan with us. The pupil you have identified has some complex communication needs, and both the low tech and high tech interventions you have identified are very suitable. It is important to note that a range of interventions will be required to achieve the desired results, and that we should not simply rely on one form of assistive technology. Identifying strengths and needs within the SETT plan is really useful as it allows you to ‘map’ different interventions to the child, when his/her specific needs and targets are fresh in your head.
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Part 1
The SETT model is an extremely useful framework to aid teachers in selecting the most appropriate AT tools to assist the pupil’s priority needs.The SETT plan can be used in combination with the pupil’s School Support File. It can be used to review past interventions, meet with and get valuable input from parents, the students, past teachers and SET.
The SETT plan focuses on the very important elements of student, environment, task and tools which give a wonderful and simple framework to enable the teacher to consider what AT tools are most appropriate to support the pupil’s priority needs.Part 2
https://docs.google.com/document/d/1EgSukep-ZOrWb_DZJrcZBMScgP_Nm4MgLkiPsyQ0TdI/edit
This is a SETT plan for a 10 year old boy with severe dyslexia. His reading is currently at age level and he has strong comprehension and memory skills. He has severe difficulties with spelling, grammar and handwriting. The use of AT technologies allows this boy to partake in a task which otherwise would not have reflected his ability, would have eroded his confidence and caused frustration. It is a task which involves reading, summarising/recording core points and sharing this work. Immersive Reader built into Microsoft Edge allows him to read the article with ease, the use of dictate in Microsoft word allows him to record the core points (which he had noted simply on a writing frame), the use of Editor and Immersive Reader in Word allows him to edit and proofread his work. The Share function in Microsoft Word allows him to share his work with his teacher.-
Hi Maria,
Thank your for your contribution her. Unfortunately, the permissions on the attached document are set to private and access is denied for us. However, you have given a clear overview of the content of the plan in your post. I am drawn to how you have focussed on how challenges with certain activities can cause frustration and erode confidence. This is something we need to avoid at all costs – maintaining positive dispositions and feelings towards particular activities will have a huge bearing on success into the future. The AT’s you have listed are all generally well suited to pupils with specific learning difficulties in literacy, such as dyslexia.
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<p class=”MsoNormal” style=”text-align: justify;”><span style=”font-family: ‘Times New Roman’, serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;”>The main objective of the SETT framework is to understand the <b>student’s</b> needs and learning styles, evaluate the learning <b>environment, </b>the various <b>tasks</b> involved when using a particular AT resource while exploring all the available AT <b>tools</b>, such as hardware and software options.</span></p>
<span style=”font-size: 11.0pt; line-height: 104%; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support File (SSF), which contains information about the student’s needs, strengths, and accommodations, the SETT model becomes even more effective in guiding the AT selection and implementation process. There is such a vast selection of AT resources and often budgetary restrictions, it is crucial to consult the SSF which often includes input and guidance from external professionals such at OTs, educational psychologists etc. By incorporating both SETT and SSF, the teacher has a much better chance of ensuring a more effective and holistic approach to planning and teaching with SEN. </span> -
Below is a link to a SETT plan for a 10 year old pupil for whom dyslexia presents moderate to severe challenges with reading and comprehension. When she (and I) become more adept and confident using a broader range of AT, I will incorporate the use of apps such as Cogi and Balabolka alongside Immersive Reader in similar SETT plans. I am also keen to try the Math Duel and Reading Rocket apps with this pupil.</span></p>
https://1drv.ms/b/s!AgGG0flQrVaWjV-ZR9vppkxiGss9?e=v9fUcq-
Hi Grace,
Thank you for your post and for sharing your SETT plan with us. It is a great idea (especially when starting out) to begin with some basic AI applications, before moving onto more complex and powerful interventions. This provides you and the pupil with the time and space to experiment and become comfortable with the use of AT, and also allows you both to identify elements of AT that are helping the student, and elements that have no impact. Your use of low tech, medium tech and high tech interventions in your SETT plan shows an awareness of the importance of utilising a range of different interventions and tools to assist the child.
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<p class=”MsoNormal”>The SETT framework allows student support teams to match instruction to a student’s specific priority needs. The School Support File provides background on strengths, challenges, and past interventions. Professional reports provided by Educational/Clinical psychologists, OTs, Speech and Language Therapists, etc. provide diagnostic information and specific recommendations to inform the SSF. In addition to the inclusion of parent and school input, a complete picture is then created of the SEN child and his/her specific needs and the most appropriate manner in which those needs are addressed. The team then uses the SETT framework to select appropriate technologies for the child to meet those needs.</p>
<p class=”MsoNormal”>https://drive.google.com/file/d/1RG_lI_cGPHbwreDaocy9hE3iwPWXOdum/view?usp=sharing</p>
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https://docs.google.com/document/d/1_E7AbT8-Xh3GV9lUwXexUHpa2oojCbQv6yU7fgJko0o/edit?usp=sharing
I have created this SETT plan for a pupil with Borderline Mild General Learning Disability in 4th Class.
The SETT model is very useful for identifying needs and selecting tools to help pupils with additional needs to participate as fully as possible in the mainstream class.
I plan on using the SETT model with all my pupils in September in conjunction with their Student Support File. I will attach the SETT plan to all SSF’s on Aladdin. Having everything in the one place will be very useful for all.
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Hi Sinead,
Thank you for your post and for sharing this SETT plan with us. It is clear that this pupil has a number of challenges, and that the classroom environment in itself poses a number of challenges for their progress. In such a large class, it can be difficult to address the needs of all children. A plan like this allows us to think about what we want to achieve with this child and the different interventions at each level that will help us get there. The Nessy Programme, Dictate and Immersive Reader are all suitable AT’s for children with literacy difficulties. Some other low-tech or medium-tech interventions could be used if access to devices was limited at certain times.
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Name- Joe Byrne
Class- 4th
Difficulties with writing and spelling
Student
strengths and weaknesses Environment
Classes and situations where help is needed Tasks
What are the tasks the student needs to be able to accomplish to meet his IEP goals Tools
What AT tools or services will assist with completing these tasks
Joe can produce original thoughts and convey them articulately through speech.
Joe struggles with writing due to a physical disability and a learning disability causes difficulty with spelling. He will need help with producing written work in several classes including English, history and geography.
These classes are in regular classrooms with moderate amounts of noise. He will also need help with writing at home. Joe needs to be able to complete written assignments in several different classes. These assignments vary in length, Joe should be enabled to complete these assignments in the same time as his peers. Joe will require a laptop for use in class and at home. In school he will benefit from enabling word prediction on his device. For home use
In using the SETT plan to appropriately select technology for a child it is important to look at the child’s strengths and weaknesses on the child’s support plan. Are there any identified difficulties and any professional recommendations. Once a comprehensive picture of the child has been created targets should be decided upon. It is now necessary to look at the tasks the student needs to complete to participate in school and achieve those goals. Is there an area where Assistive technology could help? Look at what environment the technology would be utilised and select and allocate appropriate resources.[Type here]-
Hi Deirdre,
Thank you for your post and for contributing an outline of the SETT plan and interventions you would put in place for this fictional child. It is clear that this child has a range of complex needs that emanate from a physical disability and a learning difficulty. Identifying this helps you to see that a range of different interventions at low-tech, medium-tech and high-tech are likely to be required over a period of time to achieve the best results. Obviously, the pupil would benefit from a high-tech assistive tool like Dictate to make the writing process more attainable. However, other interventions such as a visual timetable, move and sit cushion, movement break, etc. may need to be factored in.
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<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>Task 1.</span></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>The SETT model is a very useful tool for teachers of pupils with SEN and can work extremely well in line with a child’s student support file in selecting the most appropriate AT tool to assist the child’s learning. The SETT plan uses the elements of the student, environment, task and tools which gives a simple but effective framework for not only the teacher but the SET and parents to work from. Using this framework in a collaborative approach where the pupil, parents and SET can work together to develop a straightforward framework to identify the pupils needs and select the correct AT to assist the pupils priority learning needs is an excellent resource to have. Using this model would allow for the use of self assessment by the pupil and allow them the autonomy to select future learning goals and needs. </span></p>
<b id=”docs-internal-guid-3f39e989-7fff-f644-4a5a-46d9ecb70a79″ style=”font-weight: normal;”> </b>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #000000; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;”>Task 2. </span><b style=”font-weight: normal;”></b></p>
<p dir=”ltr” style=”line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial,sans-serif; color: #1155cc; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: underline; -webkit-text-decoration-skip: none; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;”>https://docs.google.com/document/d/1VsLZrIwI3csb3vfvNanKGr8v4TmpaATvCQmeSceknXk/edit?usp=sharing</span></p>
<p dir=”ltr” style=”line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 14pt;”>Using the SETT framework and principles I created a framework for a 5th class pupil with dyslexia. The pupil is bright and capable but finds decoding 5th class level texts difficult. His comprehension is good and works well orally.</p>
<p dir=”ltr” style=”line-height: 1.38; background-color: #ffffff; margin-top: 0pt; margin-bottom: 14pt;”>The whole class task is to read a paper on The 1916 Rising and answer some comprehension questions on it. I suggested the pupil uses microsoft lens to take a picture of the paper and open immersive reader using text to speech option to read the paper to him. Also the the picture dictionary element could help him with unfamiliar vocabulary.</p>
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Hi Aisling,
Thank you for your response.
The SETT model support teachers in deciding the most appropriate assistive technology supports for students. A SETT plan can be developed in conjunction with a student’s Individual Educational Plan, as the student’s needs become more apparent.
You have created a suitable framework for a pupil, and using Microsoft Lens and Immersive reader will take the stress out of reading for your pupil.
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The SETT model is extremely beneficial in my setting as I it keeps everyone who works with the child up to date with strategies and approaches (Mainstream class teacher, SET and my SNA team). Student A is a child who was in my class last year, is an avid reader and is working at age related expectations as confirmed from her Drumcondra testing as well as teacher assessments in class. When she integrates for English however, keeping up with the rest of the class can prove difficult. There are a few reasons why this is the case including, difficulty maintaining concentration, finding it difficult to understand information shared on the board and her motor skills difficulties in particular the formation and speed of her handwriting. Using the SETT model to help us as a team include strategies and resources for this student will have a positive impact.
https://docs.google.com/document/d/1JxIApM1ycNovar5JqOZwte43X5xH3DkyV2M_DEAQo1w/edit
I found this process beneficial as it made me really think about Student A’s current barriers. As student A gets older and becoming more self-conscious, I was thinking about was she can use these supports in an independent way and still complete tasks similar to her peers. A way I had not thought of before was how the mainstream class teacher can use immersive reader for whole class teaching in a way that would ensure Student A could access the material and maintain concentration. I am happy that I will be able to share this first draft of the SETT model with my team when I return to work, and we can adapt and amend where needed. I also feel that this is important to share with the student and her parents so that usage of the ipad at home and using these functions can help her with school related tasks at home as well as school.
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The SETT model is an excellent framework that allows teachers to get to the core of what will aid a student in accessing the curriculum. By considering strengths, needs, interests, the environment etc, we are more likely to pin point how we can best help our student.
Utilising school support file or IEP ensures that the most up to date and relevant information is considered when drawing up plans for the student. This is critical because many different professionals can be involved in this process. This ensures that all interventions support each other.
My SETT plan is for a 4th Class student with dyslexia. This student has a problem with word problems in Maths due to his learning difficulty. The SETT plan allowed me to determine that changing this student’s place in the classroom, giving some low tech equipment as well as high tech, using an ipad and immersive reader, will allow the student the chance to overcome his difficulty with word problems.
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https://docs.google.com/document/d/1jQucblLykAyYppyLLar_PNLJgioEdhD7Y_2RcEgl_k4/edit?usp=sharing
This is the link for my SETT model. It is based on a 5 year old boy with Autism who is just starting school. He struggles to sit for long periods and has excessive chewing. He loves music and has good motor skills. I looked at the specific period of morning circle time to begin with as this is his most alert and happiest time of the day. I looked at some ways in which we could help him to engage more meaningfully with his classmates and teachers during circle time.
The SETT model is user friendly for everyone including parents, class teachers, sna’s, set team and other professionals. It is focused on the child and their specific needs. Its main focuses are on the student, the environment they are in, the essential tasks that we want the child to be able to do and the tools that can help to do this. I would be using this model and incorporating into the students support file, referring and adding to it during meetings with relevant professionals and involved. Assessment approaches could include these meetings and conversations, recorded observations of the student, video footage, record keeping, checklists, photos. Suitable assessments should be chosen based on the individual case. -
https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit?usp=sharing
The SETT model is a very practical framework that together with the SSP, enables the teacher or SET teacher to critically assess the priority learning needs of the child and to choose the most appropriate AT to enable the child to access the curriculum.
The model uses the very simple acronym SETT in order to focus on the students strengths and weaknesses. Similar to the SSP, the students strengths and weakness are noted and priority learning needs are identified.
The environment in which the child is expected to work in is also considered. How appropriate or accessible is a particular AT in the environment the child is in? When compiling a SSP, the environment of the child is also taken under consideration. It is often recommended that the child sit near the teacher to allow for explicit instructions to be repeated, away from distractions and near an area where devices are readily available.
The demands of the task dictate the level of support needed. If a child struggles with decoding and is expected to complete a reading task, then it is clear that the child will need extra support in this area.
Finally, the AT will be chosen based on the priority learning needs of the child. The child’s SSP will also inform the selection of the AT as previous interventions that were not successful will be taken into consideration. Furthermore, it is important that all targets are measurable, allowing critical assessment of the success of the AT used.
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https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The students strengths and weaknesses are recorded. In the SSP, the students previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. The following link provides learning environment checkists from the nbss. https://www.nbss.ie/sites/default/files/publications/nbss_learning_behaviour_checklist_lec.pdf
A learning environment checklist is also provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will chose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
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The SETT Framework is an excellent guide that will help Special Education teachers in collaboration with classroom teachers and parents, in selecting the best assistive technology to address a student’s specific needs. When selecting appropriate AT tools for students, there are many variables that must be considered. The SETT framework encourages teachers to examine the variables in a systematic way. It is important to understand and gather data about the following: The SETT framework is used to evaluate the assistive technology needs of a student. The framework encourages teachers Firstly to gather information about the Student: their strengths and weaknesses. Then to find out more about the Environment in which it will be used. Next, to find out what Tasks will need to be performed and finally which Tools are best suited to help the student succeed with the task.
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https://docs.google.com/document/d/16ug8sBblMDbbNzK7wLfALeR9JrYmjwzgtnqY380WumY/edit
This is the link to part one of the assignment.
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The students strengths and weaknesses are recorded. In the SSP, the students previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. The following link provides learning environment checkists from the nbss. https://www.nbss.ie/sites/default/files/publications/nbss_learning_behaviour_checklist_lec.pdf
A learning environment checklist is also provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will chose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
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Plan a lesson for a student in your class who has Dyscalculia..
Task: Addition without renaming ~ to a first class student.
– Explicitly teach the language prior to the lesson. Have the boy demonstrate understanding.
– Provide a range of concrete materials (unifix cubes, blocks etc), Place Value mat, ICT Resources, visual animations, Videos on YouTube, manipulatives, games etc.
– Teach Step by step. Can be useful to cover the tens while adding the units and then covering units with adding tens.
– Scaffold the child in their learning and give lots of opportunity to use concrete materials to physically experience the concept. Give one to one time and allow lots of time to practice and engage.
-Evaluate understanding through assessment for learning/ assessment of learning. Require boy to demonstrate understanding by teaching another boy in the class how to do this.
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Please find above an activity I have planned for one of my students. This student is five years old and has a severe phonological disorder and communication difficulty. Using the SETT model I have planned to use the Speak up software to support the student in using his voice and making the sounds he can pronounce with volume while encouraging him to attempt the sounds he finds more difficult to say.
The SETT model is easy to use and works very well using the students support plan to provide additional information. Class teachers, SEN teachers and other professionals can avail of the SETT Model to gain information on the student which in turn will help in their planning. The child’s individual needs and difficulties is primary, the learning environment the student is placed, the learning activities that he SEN teacher would like the student to achieve, and the resources required by the student to do this.. It will be important that I use the SETT model as part of the students support plan, making any changes to the model that need to be made when additional information on the student comes to light. Assessing the student would include, teacher observations, teacher conferencing with the student, checklists, recording results of tasks. The assessments chosen need to be specific to the individual student and the targets set for him.
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Part One:
The SETT model allows teachers to identify the most effective approach in supporting children with AEN in order for them to receive the maximum effectiveness from AT. Just like when a teacher will create a SSP, the SETT model encourages collaboration through important people in the child’s life such as the teacher, SNAS, parents, SENCO, etc. The child’s thoughts should also be taken into consideration when creating this, as well as their strengths and weaknesses across the curriculum. The SETT plan should cater for what will suit that individual child in point. This will be done by highlighting information about the student, the environment, the tasks that need support and the tools that will be used to provide this support.Part Two:
I have created a plan for a 10 year old girl who is in fifth class. She has recently received a diagnoses of dyslexia.https://1drv.ms/w/c/74bd32c4106959b1/EUP1fM49Bw9Nhr8G7cTcKJsB5tM8m_V-_OizCaQLys61YA
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The SETT model’s emphasis on working together, and flexible planning is especially important for supporting children with additional educational needs (AEN). By involving all key stakeholders, including the child’s input, the approach helps to ensure that the Assistive Technology (AT) is tailored to meet specific needs effectively. Creating a plan for a 10-year-old girl with dyslexia shows the importance of considering the student’s strengths and weaknesses and ensuring that the environment and tasks are well-supported with appropriate tools.
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The SETT model helps us as teachers to select the most appropriate tools to use when teaching the children. It gets us to consider the student, their needs, challenges, the environment they are in and the actual task at hand. Once we have considered all of this the framework encourages us to actually see how we can enable the child to maximise their learning experience through the different tools available. By having these assistive technology tools available, it helps the child to engage in the actual task at hand. If we work together as teachers and everyone who is involved with the child learning, be it other teachers, parents, snas or anybody involved with the child’s learning, we can make the educated decision on how to help them to the best of our ability.
SETT.odt
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Part 1: A Student Support File contains many factors, each one vitally important in compiling a clear plan for any child with Special Educational Needs. The SETT Model would be a beneficial guide in helping to inform the content of a Student Support File. It is essential to reflect upon both the strengths and weaknesses of the pupil, considering both academic and physical factors. This will allow the teacher to identify areas that need to be included as targets for the child, as well as identifying whether any physical needs need to be supported too eg. if a child is visually impaired. An assessment of the learning Environment of the child, both in a whole class setting would be beneficial as it would allow teachers to plan in a way that is realistic in that particular setting eg. identifying whether working independently or in pairs would best suit the child and being aware of the equipment available. Setting realistic tasks based on the individual targets in the pupil’s Student Support File is essential. Finally, identifying the best type of tool and the appropriate level of support for each individual child is crucial if the tools are to be beneficial in helping them to achieve success in their learning. These tools can be used as a means of assessment for the child eg. Khan Academy, which gives feedback to the teacher about how the child is performing in the Mathematical topic that they are working on. Therefore, the SETT would definitely be a very useful aid in compiling a Student Support File for a child.
Here is the link to my SETT lesson plan in Google Docs:
https://docs.google.com/document/d/12uV82QN1qUBt_6MT35HIum6zkl3f8lOjLCAtJGfEfDk/edit?usp=sharing-
Reflection on how best to help a student with Dyscalculia:
A student with Dyscalculia may need an alternative means of assessment that is best suited to their needs. This may be one in which they are encouraged to use manipulatives or illustrations to demonstrate their understanding. They need multiple mediums when topics are being explained and some of these should allow them the opportunity to revisit the explanation given eg. teacher notes and videos. Learning tasks should be engaging, with adequate supports or scaffolding made available to them. Provide opportunities for hand on activities and once they have grasped the concept, allow them the opportunity to explain this concept to others in a small group setting. Ensure that the student has an adequate knowledge of Mathematical language through repetition and revisiting. All of these measures will be effective in teaching a child who has Dyscalculia and will help them in reaching their full potential.
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Also, I Just wanted to add to support a student with Dyscalculia, provide alternative assessments using tools or visual aids. Offer explanations in multiple mediums, like teacher notes and videos, for revisiting. Ensure learning tasks are engaging and scaffolded, with hands-on activities. Keep up the great work!
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The SETT model is an aid for teachers and support staff in planning appropriate AT implementation in line with a child’s strengths, learning needs and requirements as identified collaboratively for the Student Support File.
Attached is a SETT plan based on a five-year-old boy with Down Syndrome, whom I worked with last year. I’m looking forward to using this model to reassess and fine-tune his access to AT in the coming year, both during SET time and in the mainstream classroom.
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The SETT model is an aid for teachers and support staff in planning appropriate AT implementation in line with a child’s strengths, learning needs and requirements as identified collaboratively for the Student Support File.
Attached is a SETT plan based on a five-year-old boy with Down Syndrome, whom I worked with last year. I’m looking forward to using this model to reassess and fine-tune his access to AT in the coming year, both during SET time and in the mainstream classroom.
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Part 1:
AT is a tool to add to our teaching of all children especially proven to be effective with those with additional needs. We use differentiation all the time in our classrooms so I see AT as one of the to ptions to be considered in this process. The SETT framework functions as a checklist/ guidance to finding which from of AT might suit the child best at that time.
On starting with a new class we try to get to know the children. Their strengths and areas of need. With SEN children it is even more important to spend time doing so to find out what they may get the most use out of. For instance a child who is pre verbal, in a mainstream school may require something to help with their communication. I understand some may use Lámh but others may prefer ACC methods of communication. A child who has an additional need in reading may benefit from the Immersive reader function of software.
Secondly, the environment has to be considered too as if they are in a loud environment ear phones may be required if Immersive reader is to be most effective.
Next, the task is the next thing to be considered. Is the work to be differentiated by amount/ background colour/ spacing/ amount of time given to them to complete the task? In what way do we want the child to share his/ her feedback?
Once the above three steps have been addressed it will act as a filter for your AT options for the child.
Appropriate assessments will be hugely informed by the SETT model. Teacher observation together with SNA input is invaluable as well of course.
In my experience, this is often completed as a team. And it is great team (parents, child voice, OT etc) effort that leads to the most successful outcome for that child.
Part 2:
I completed a SETT plan for a student named Alex who has difficulty with writing.
<p style=”text-align: center;”>Module 4 Assignment: SETT in Practice.</p>
Student name: AlexStudent:
Alex likes his friends, the colour green, playing outside, tight hugs, TV time.
Alex enjoys story time. Enjoys working with others.
Alex has difficulties with written work. He avoids it. He tires easily. He writes lightly with his pencil. He gets easily distracted.
Environment:
Alex He may need to be in a corner with less visible distractions.
Alex has no additional gross motor physical requirements to be considered at this time.
Task :
Alex will be compete a slightly shorter amount of the comprehension written exercise than his peers.
Tools: including AT Tools:
Alex may benefit from the use of the Immersive Reader feature for reading the main text.
Alex can do a warm up fine motor activity (Theraputty) while listening to the text being read aloud to him.
Alex can use a slant board for his written answers. He may be encouraged to write one answer and dictate or type (touch typing tool: programme) the next.
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Part 1
The SETT model works very well as it will identify the students learning needs and match that need with the most appropriate assistive technology. It encourages collaboration between all interested parties in the child’s education to ensure they’re educational needs are being met . A variety of assessment can be used including observation of the pupil , consultation with teachers, parents , psychologists, and any other interested parties and standardised tests . I love the simple layout of the model and ensures the best out come for the student
Part 2
https://docs.google.com/document/d/1SSYnKk8_IZzCQD8qOyP6xbT8vVe6onNEOgqZB3QYbiA/edit
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Part 1.
I think the SETT model enforces and gives more structure to what we have already been doing as teachers in our School Support Files. It assesses and gages where individual children are at in their learning and development. It assesses their strengths and weaknesses and works on developing their learning outcomes. Through collaboration with the classroom teacher and the SET teacher, the most suitable environment for that child’s learning success is decided upon, within the limitations of staffing and physical rooms available within a school.
The child’s learning targets are decided upon and discussed with their parents and this can be done collaboration with the various outside agencies that might be working with induvial children. The various levels of assistive technologies available to the child you are planning for can be discussed and this can all be reviewed at termly meetings to see is the child reaching their learning outcomes or what other AT could be put in place to help that child. Through a strong communication network of teachers, parents and outside agencies, the most effective AT tools can be decided upon for the child and reviewed based on their success at reaching their learning targets.
Part 2
By using the SETT model, it is great to give more thought into what works best for the child when trying to teach them various things within the school setting. A child may require various levels of assistive technology ranging from low, to medium to high. As teachers we need to think about the how of how we will teach a certain topic, especially with children within your class who might have learning difficulties and find the old style way of reading and following the textbook very difficult. I, myself am a visual learner and learn well through visual representations and small amounts of text. I think Sharepoint is a fantastic resource for summarizing and pulling the main and most important parts of a piece of text or a chapter. By thinking more about the how of teaching we allow ourselves to try and cater more for the whole audience rather than just the children who have no learning difficulties.
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Hi Helen,
Thanks for your post. As you have said, the SETT model really complements the school support plans that would already be in place for children with SEN. The beauty of both the SETT and School Support plans are that they allow you to take each individual child on their own merits, and apply various interventions that are specifically targeted to address an area of need. Being able to create such bespoke plans and solutions can be hugely beneficial for individual children.
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Part 1
I feel that the SETT model works very well in conjunction with the Student Support Plan. The SSP details the strengths, challenges and targets of a specific child. It contains supports in place for the child at the moment and allows space to review these. It also contains the Continuum of Support which helps us choose what level of support is needed. The SETT model allows us to take this information and use it to help us choose the most effective tools to achieve the targets in the SSP. By focusing on the child and using the SSP, it helps us incorporate UDL in our teaching. This child specific approach will hopefully lead to the best interventions possible. When assessing, it is important to be clear in what is being assessed and how it is being assessed. This means the “task” section must be suitable for the child and preferably links in with SMART goals from the SSP. In this way, the SETT and SSP work together very well to help teachers create plans specifically tailored to pupils needs and find the tools most suitable to implement interventions. As AT continues to develop, particularly with the emergence of AI, it is important that teachers continue to educate themselves on the most useful tools.
Part 2
This plan is for a child in Senior Infants who is voluntarily nonverbal in school but is fully verbal away from school settings. The challenges that led to this will also need to be addressed, including interventions from the MDT, but it is important that the child has a chance to communicate in a way that they are comfortable with while in school. The tasks in the plan reflect the need of a senior infant child. Peer interactions and play are important, as is phonics and reading. The tools chosen will allow the child to engage and the teacher to assess progress. The low tech tools allow for engagement nonverbally and the high tech options allow the childs voice to be heard in a different way. It is important to make sure the child is comfortable with videos of their reading at home being played for the class.
https://1drv.ms/w/c/0f3ebe52042843fd/Eaj0MXrQ9K5HiWWtkfa8c9YB7n0Hhyes1hl35dRWPiLzYA?e=2c7dS4
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Part 1
The SETT model is one that I feel works very well in conjunction with a child’s Student Support File. The SSP helps build a picture of the child’s strengths, challenges, targets and goals, as well as the previous strategies used and current strategies and supports in place. The SSP includes the Continuum of Support which helps identify the level of need for each child. The SETT model is a great way of using this information to focus clearly on what we are trying to achieve and what tools would be most effective for this. It is important to have a clear picture of the student and the environment(s) in which they will need support. This will involve linking in with parents and care providers to clearly establish targets. By have clearly expressed targets, it can be easier to pick relevant tools. Which tools are used may change as need changes or if, on assessment, the chosen tools are not as effective as hoped. As technology develops, particularly AI, it will be important to continually update our knowledge as to what tools are available and are suitable for our pupils.
Part 2
The SETT plan below is a plan for a child in Senior Infants who is voluntarily non0verbal in school but is fully verbal outside of school settings. In the SSP, there is support from the MDT and the reasons for them being nonverbal in school will need to be addressed. However, in the day to day of the classroom it is important to make sure they are included and encouraged to communicate in ways that they feel comfortable.
The tasks reflect her age. Developing friendships and communicating though play is important, as is their understanding of language and phonics. The low AT options will help me assess how she is getting on in the classroom. I can assess their ability to identify words, find sounds, recall and sequence events. I can also monitor their play and interactions in drama. Using high AT supports, I can assess their reading in an environment that they are comfortable in. The proloquo app will also be very useful for a child of this age. Writing as a means of communication may be too challenging so using the pictures in the app will help them communicate.
https://1drv.ms/w/c/0f3ebe52042843fd/Eaj0MXrQ9K5HiWWtkfa8c9YB7n0Hhyes1hl35dRWPiLzYA?e=2c7dS4
SETT.docx
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The SETT framework is an excellent tool to support teachers in creating a comprehensive support plan. It encourages teachers to look at so many aspects of the child’s learning and focuses on incorporating IT in the best ways possible. I will definitely use this in my planning going forward and introduce it to other teachers too.
This plan helped me to reflect on the children I taught this year and what ways I could support them going forward with the knowledge I now have. I feel passionate about giving children the right tools as this changes their whole school experience. It enables them to vision a future for themselves that they may not have been able to before. It gives them confidence and helps them understand that learning happens in different ways. I feel IT opens doors for these children and SETT planning plays a huge role in this.
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Part 1) Teachers can quickly recognise the key components that will help a student understand the material by using the SETT model, which is a great foundation. I am more likely to identify how to support my student in the most effective way when I take into account their needs, interests, strengths, and surroundings. Making use of a school support file guarantees that the most current and relevant data is taken into account when creating plans for the student. This is important because the process may involve a wide range of people.
Part 2) I’ve included a SETT plan below for a second-year boy who recently came to this country and is having trouble writing and reading because of a language barrier. I have emphasised the student’s areas of strength and weakness, the learning environment, the tasks that should be completed, and the resources that can be used to enhance learning. To gather data for the plan, I turned to the student support file.
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The SETT model allows teachers to choose the best approach in supporting a child to get the maximum benefit from Assistive Technology. It should be created in collaboration between SET, class teacher, SNA if applicable and the parents, so as to create a suitable plan. The pupils’ strengths and weaknesses alongside their interests should be identified and considered when drawing up a SETT. Establishing where the student needs support and then what tools are needed to provide this support will be decided on. This will be a working document.
The plan below, is a SETT plan for an 8 year old girl with a diagnosis of dyslexia. The student Support file was used to gather relevant information. The plan shows the tasks that she will need support in and also the tools that will be appropriate for this support. Her interests, strengths and weaknesses have been taken into account as well as the environment that will be used.
https://docs.google.com/document/d/10SNKJx5qQGFPuXj1nC6zYVbvkHYMpnyHS7albhHPmaY/edit
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The SETT model enables teachers to determine the most effective way to assist the child in maximizing the advantages of assistive technology. The collaboration for its creation should involve SET, class teacher, SNA if applicable, and parents. The focus should be on the child’s strengths and interests when identifying the supports, while also addressing the needs that must be met. A lot of the same information will be found in the student support that needs to be referenced for creating a SETT plan. The SETT plan will meet the specific needs of each child by focusing on details about the student, their environment, the tasks requiring assistance, and the tools for support.
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The SETT model provides a very clear approach on how to be effective with resources and look at teaching from a problem solving approach with the resources available. Combing this model and the Student support plan can be very useful in looking at targets for learning and how and when they will be achieved. It also provides for a good framework of reflection on practice. Some resources while very useful for one child might prove ineffective for another. This would help with handover of children’s learning to future teachers and support staff. It also allows for a cost effective approach to resources in a classroom where there is not a finite budget.
https://docs.google.com/document/d/1aS3YqBz1SmnnBTbLxXr_fpHd2KLOMmE3833QlKRVQuc/edit?usp=sharing
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Reflection – The SETT offers a logical and holistic framework for enabling learners to make progress. I do think the major drawback, as with all things, is one of budget. Some of the tools and apps are great for my students but would be totally inappropriate for some of the other students in the school – even free apps require expensive devices to host them on.
Strengths – use of AAC, beginning to link letters to sounds
Environment – one to one or paired learning at U shaped table
Task – to recognise and identify SATPIN sounds
Tools – use of interactive white board and ipad
https://apps.apple.com/us/app/abc-kids-tracing-phonics/id1112482869
https://apps.apple.com/us/app/homer-fun-learning-for-kids/id601437586
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The SETT model gives a clear, easy to follow structure for teachers to consider when deciding how best to intervene to assist a child with special educational needs through the use of assistive technology. It prompts the teacher to consider the strengths and needs of the student. Also their environment and adaptations that can be made. Then it requires the teacher to think about the task they want the child to complete. Finally the teacher looks at the tools that could be used to allow the child to complete the task. The SETT plan used in conjunction with the Student Support File gives a comprehensive picture of the child and enables the teacher to plan an appropriate lesson as well as being able to assess if it was successful or not.
The sample SETT plan below is for an 11 year old boy who is finding it very difficult to remember the steps involved in solving number theory questions and what the correct order of operations is. He is strong mathematically but concentration is an issue and his lack of ability to focus leads to overwhelm and the child becoming upset. By using Microsoft One Note Maths Assistant, he can type the problem on the screen and produce a series of prompts to remind him of the steps to follow.
I think using this SETT plan would be a useful way to scaffold the child until he is comfortable with solving multi step problems.https://1drv.ms/w/c/dd0ca8de495f8165/EUuZ5Od3vTZMqm2NVSPLK5wBFW8Bqf3hLJDNs1EZIKZoNw?e=HpKrQH
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The SETT (Student, Environment, Tasks, and Tools) model is a framework used to guide the selection of appropriate assistive technology for students with disabilities. It is a comprehensive approach and considers the student’s unique needs, the environment in which they learn, the tasks they need to achieve and the tools that can support them.
Student: Ben
10 year old boy diagnosed with autism and dyslexia.
Ben loves using an iPad to complete activities where possible.
He rarely interacts with other children within the class and struggles to work collaboratively in group settings.
Environment:
Ben prefers to work in an individual work station in the class setting.Here there are no visuals on the wall which greatly helps his concentration.
He is easily distracted by other children in class and can tend to hyperfocus on certain visual displays.
Task:
Ben will create a visual story using Microsoft PowerPoint.Ben will write a simple story on ‘My Trip to the Zoo’.
Ben will then select images or use clipart available in PowerPoint to represent key parts of his story.
Ben will type or dictate simple sentences to describe each image. Immersive Reader can be used to read the text aloud, helping Ben with word recognition and sentence structure.
Ben will use PowerPoint’s design tools to arrange the images and text in a way that feels comfortable for him , helping him focus on visual learning strengths. Finally, he can present his story to teacher, using the visuals as prompts.
Tools: Microsoft PowerPoint, PowerPoints design tools & clip art, Immersive reader
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