6. SETT Framework
The SETT (Student, Environment, Tasks, and Tools) Framework was developed in the 1990s by Joy Zabala, Ed.D. It is designed for use when considering assistive technology services for children and individuals with disabilities, their implementation in the environment, and the evaluation of the effectiveness of these services. With minor adaptations, it has been useful at all levels of service provision, from early intervention to adult services. In the original SETT Framework, 'S' stands for the student; however, 'S' can also refer to any individual with a disability who wishes to perform a task with greater independence.
- Using the SETT Framework, individuals with disabilities actively participate in decision-making concerning assistive technology and service provision.
- A key aspect of the SETT Framework in a person-centred plan is the individual's involvement in expressing their own dreams, ideas, goals, strengths, and needs.
- All team members collaborate to create an environment where the information, skills, observations, and perspectives of individuals with disabilities, families, and professionals are valued and respected.
- Team members work together to build a shared vision of what technology may be needed and how it will be used, beginning with a common understanding of the individual with a disability, the environment, and the tasks.
- The discussion continues until consensus is reached that there is sufficient shared knowledge to make an informed, reasonable decision supported by data (The SETT Framework).
Through continuous monitoring and data collection, professionals ensure that the selected assistive technology is adapted to the needs of individuals with disabilities across various environments and tasks.
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