Implementing Accommodations: The SETT Framework Success Strategies in the Inclusive Classroom Module 1

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Implementing Accommodations The SETT Framework
Success Strategies in the Inclusive
ClassroomModule 1
Johns Hopkins University ? Center for Technology
in Education
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Implementing Accommodations

• When implementing accommodations, use the SETT
  Framework to consider issues related to the

• Students,
• Environment,
• Tasks, and
• Tools

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SETT FrameworkThe Student

• What does the student need to do?
• Consider curriculum indicators and learning
  objectives.
• Scaffold steps needed to achieve learning goals.
• What are the students special needs?
• Consider IEP accommodations and modifications and
  teacher-selected interventions.
• What are the students current abilities?

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SETT FrameworkThe Environment

• What materials and equipment are currently
  available in the environment?
• What is the physical arrangement? Are there
  special concerns?
• What is the instructional arrangement?
• What supports are available to the students?
• What resources are available to the people
  supporting the student?

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SETT FrameworkThe Tasks

• What naturally occurring activities take place in
  the environment? Consider classroom routines.
• What is everyone else doing?
• What activities support the students curricular
  goals?
• What are the critical elements of the activities?
  
• How might the activities be scaffolded to
  accommodate the students special needs?
• How might the technology support the students
  active participation in those activities?

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SETT FrameworkThe Tools

• What no tech, lo tech and high tech options
  should be considered? (Use the Class Profile
  Matrix Supporting Text as a guide.)
• What strategies might be used to invite increases
  in student performance?
• How might the tools be tried with the student in
  the environment in which they will be used?

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When Implementation Works

• Students are able to
• Demonstrate new learning and build on existing
  strengths
• Do new tasks and activities
• Improve the quantity, quality and independence of
  their work
• To make this happen
• Teachers evaluate the effectiveness of the
  implementation
• Environments change according to students needs
• People in those environments are flexible and
  make adjustments as needed in order to support
  the students engagement and achievement

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Resources

• Bowser, Gayl. AT Implementation Plan.
  Gayl.bowser_at_douglasesd.k12.or.us
• CAST http//www.cast.org/research/udl/index.html
• Zabala, J.S. SETT Framework
• Zabala, J.S. Korsten, J.E.,(Revised 2002)
  Activity-Based Implementation and Evaluation Plan
  Summary