Selecting and Evaluating Technology
Selecting appropriate technology for students with disabilities requires a thoughtful and individualized approach. The most effective way to select technology is to begin by identifying the student’s specific strengths, needs, and learning goals rather than starting with a particular device or tool. Technology should support access to the curriculum and help the student make meaningful progress toward IEP goals. Educators should consider the learning environment, tasks the student is expected to complete, and potential barriers that may interfere with success. Collaboration among teachers, specialists, families, and the student is also essential to ensure that the selected technology is practical, beneficial, and consistently implemented across settings. Ultimately, assistive technology should increase independence and improve functional performance, not simply add another device to the classroom.
The SETT framework is a structured decision-making tool used to guide assistive technology selection. SETT stands for Student, Environment, Tasks, and Tools. The framework encourages IEP teams to first examine the student’s strengths and areas of need, then consider the environments in which the student learns, followed by the specific tasks the student must complete. Only after these components are clearly defined does the team determine which tools or technologies may be appropriate. This process helps prevent teams from choosing technology based on popularity or availability and instead ensures that decisions are individualized and data-driven. By using the SETT framework, IEP teams can make more informed decisions that align technology directly with student needs and educational goals.
There are several valuable resources available to assist educators in selecting appropriate assistive technology. The IRIS Center provides modules and guidance on assistive technology and IEP decision-making. The National Center on Accessible Educational Materials (AEM Center) offers tools and guidance for selecting accessible instructional materials. The Georgia Project for Assistive Technology (GPAT) provides AT consideration guides and SETT framework forms that support team discussions. Additionally, organizations such as the Council for Exceptional Children (CEC) and state-level assistive technology programs offer professional development resources, checklists, and assessment tools. These resources help ensure that assistive technology decisions are thoughtful, collaborative, and aligned with best practices in special education.
In summary, selecting technology for students with disabilities requires intentional planning, collaboration, and a focus on individual student needs. Frameworks like SETT and reputable professional resources support educators in making informed, student-centered decisions that promote access, independence, and academic success.
Resources
IRIS Center – Assistive Technology Modules
https://iris.peabody.vanderbilt.edu/
National Center on Accessible Educational Materials (AEM Center)
https://aem.cast.org/
Georgia Project for Assistive Technology (GPAT)
https://gpat.gadoe.org/
Council for Exceptional Children (CEC)
https://exceptionalchildren.org/
Assistive Technology Industry Association (ATIA)
https://www.atia.org/
https://reciteme.com/us/news/benefits-of-assistive-technology/
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