Sarah Spyker

TLED 530
Diverse Learners Module 9

Summary of Final Conclusions
Discussion Date: 7/17/2014
Digital Tool used: Google+ Hangouts
Running Time: 45min

Topic 1.Think about the way the Virginia Department of Education define Educational Technology, and
Individuals with Disabilities Education Act (IDEA)'s 1997 definition of Assistive Technology. If a
student with a writing impairment was using Microsoft Word on a laptop to help them write, would this
be considered an assistive technology if there were six other people in the class using Microsoft Word?
Why or why not?

After reviewing the readings for this module and the discussion with my group member,
Amanda Brewer, I have come to the conclusion that a student with a learning disability using a
laptop in this situation would still be considered assistive technology. According to the SETT
Framework article written by J. Zabala (1998), there have been no limits to assistive technology
in order for students to receive FAPE. In this situation the students just happen to be using
laptops too, it doesnt change the needs of the student with a writing impairment. The point in
using the technology is to enable students with disabilities to participate in learning with their
peers. As expressed in the article, Assistive Technology 101 on The Family Center on
Technology and Disability website, it is extremely important to choose the right assistive
technology that will allow the student to participate as fully as possibly. In this particular
situation, I believe that not only the assistive technology, but also the assignment chosen, was a
perfect match. It enable the student, with the writing impairment, to fully participate in the
activity with his peers. The laptop is still considered assistive technology because without it the
student could not complete the assignment.

Topic 2. There are many stakeholders in the educational process of students with disabilities. Who is in
charge of determining appropriate assistive technology resources for students during the IEP process?
Consider that decisions could be made by any member of an IEP team, then describe who is ultimately
responsible for these decisions? Support your response with relevant literature and citations from IDEA
2004 / 2007.

In accordance with the IDEA 2007 an IEP team evaluates the need for assistive
technology with an assistive technology evaluation. As discussed in The SETT Framework, an
article written by J. Zabala (1998), when choosing an appropriate assistive technology, the IEP
team looks at not only the evaluation findings, but also the student, the environment in which it
will be used, the tasks, and the tools needed to complete the task with the assistive technology
are examined. However, the IDEA 2007 states that the parents/guardians of the student
ultimately have the final say, despite the IEP teams finding. It is with this in mind, that it is
imperative of the IEP team to present data to the parents/guardians of the students so that they
can make an informed decision.
Topic 3. Is there anything missing from the Student, Environment, Task, Tools (SETT) framework?
Describe your reasoning; for example, is there anything that you believe should be included in the
framework, or with the existing framework, is anything missing from the subheadings?

After reading and comparing the Assistive Technologies Framework (VDOE 2008) and
the SETT framework, it was concluded that a few changes should be made. The first change
would fall under the environment section; there needs to be a more specifics about supports. For
example, supports should include more about implementation and the instructors roll in daily
situations. As teachers will have the assistive technology in their classrooms, they need to know
how to use it, implement appropriate lessons, and be able to assist the student with the
technology. Under the tools sections of the SETT framework access to the tools need to be
addressed. For example, if the students has homework that requires the use of the assistive
technology can the student take the tool home? Who is then responsible for the tool if it becomes
lost or stolen? Lastly, the sections of task and students in the SETT framework were examined.
These sections address the needs and goals of the student and require no changes at this time.