Joy Zabala

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Joy Smiley Zabala, Ed.D. is the developer of the SETT Framework (http://www.joyzabala.com), a founder of QIAT (http://www.qiat.org) and the facilitator of the QIAT List. She is a strong supporter of Universal Design for Learning, accessible materials and assistive technology as complementary supports for the participation and achievement of all individuals across the lifespan.

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Dianne Chambers

Hiroshima University

Brian Wojcik

Heather McBurney

University of Ottawa | Université d'Ottawa

Eric Torunski

Matthew T Marino

University of Central Florida

Larke Huang

John Butterworth

The University of Manchester

IDOWU DAVID

Kathy Howery

University of Alberta

Amy Guimond

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Papers by Joy Zabala

The SETT Framework: Is It What You Think It Is? ECHO TIES

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The SETT Framework: Is It What You Think It Is? ATANZ Webinars -Part 2

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The SETT Framework: Is It What You Think It Is? ATANZ Webinar Part 1

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The SETT Framework: Critical Areas to Consider When Making Informed Assistive Technology Decisions

As the language of the Individuals with Disabilities Education Act (IDEA, P.L. 101-476) regarding... more As the language of the Individuals with Disabilities Education Act (IDEA, P.L. 101-476) regarding assistive technology becomes widely known, much attention is being focused on school districts and the procedures and practices which school personnel use in arriving at decisions regarding the provision of assistive technology devices and services. Which students need assistive technology? What kind of technology is needed? Who is involved in making these decisions? What sort of data should be gathered to aid in the decision-making process? Much discussion has been generated about each of these questions. Though there are few quick and easy answers to any of there questions, the first three are generally addressed in some way by a combination of federal law and best practices in fields related to assistive technology. The answer to the fourth question is evolving and is the subject of this discussion. Which students need assistive technology?...those who need assistive technology in order to receive a free, appropriate public education. (The first "Big Question" in Assistive Technology today, however, is "what constitutes need?". The definition of assitive technology is all-inclusive and its limitations have yet to be determined in the courts.) What kind of technology is needed?.. this must be determined on a case by case basis related directly to what is needed for a student to receive FAPE. (This is the second of the "Big Questions" in Assistive Technology and is equally undefined by legal action.) Who is involved in making these decisions?... the student's IEP team, with recommendations from members of a flexible multidisciplinary team which includes the student, family members and/or caregivers, and appropriate educational and related services professionals. This team may also include other people who are significantly involved in the students education and well-being such as medical staff and peers. What sort of data should the multidisciplinary team gather to aid in the decision-making process?... information about the Student, the Environment, the Tasks, and the Tools. For some time people dedicated to meeting the educational and life goals of students with disabilities have been working to identify and provide assistive technology devices with features which match the student's needs and abilities. Good practitioners have gathered extensive data about the student and about assistive technology tools having features which address the student's needs and abilities in the areas of input, process, and output. When this data was gathered and decisions made, devices were acquired, and people were trained on operational techniques, and, with promising frequency, strategies for effective use of the device. Every expectation has been that this would lead to positive changes for students; however, what is frequently seen in the field is assitive technology devices which are underutilized or abandoned, and, therefore, not fostering the growth in communication, participation, and productivity that has been hoped for. Why is this happening? Though the needs and abilities of the student and the features of devices appear to be well-matched, tools are frequently selected with insufficient up-front attention to the environment(s) in which the student is expected to use the assistive technology tools, and to the tasks in which the student is expected to participate within the identified environment(s). It is difficult to choose appropriate tools if there is not a clear awareness of where and how they are to be used! Clearly, it would be unwise for anyone to choose a tool at a hardware store without first considering the task which was to be accomplished with that tool. Without prior planning and reflection, a wonderful saw might be selected and taken home with great pleasure, only to have its owner become quickly disillusioned to find that the saw is of little value when hanging pictures and assembling shelves... two tasks of great importance the purchaser. The most wonderful saw, even one customized to its user's specific body-type, strength, and sawing aptitude is not likely to help with those tasks. Prior attention to what tasks were to be accomplished with the tool would have aided greatly in appropriate tool selection!

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Using the SETT Framework to Level the Learning Field for Students with Disabilities

The SETT Framework is a tool that helps teams gather and organize information that can be used to... more The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities. Originally developed to support assistive technology selection and use in educational settings, the principles of the SETT Framework have been used to guide decisions about a much broader range of educational services, and also, with minor adjustments, have been successfully used in non-educational environments and service plans.

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Assistive technology and universal design for learning: Two sides of the same coin

by Skip Stahl and Joy Zabala

Handbook of special …, 2005

Over the past decade, evolving technologies have revolutionized the way we do business, communica... more

The SETT framework: Critical areas to consider when making informed assistive technology decisions

Lake Jackson, TX: Assistive Technology and …, Jan 1, 2002

As the language of the Individuals with Disabilities Education Act (IDEA, PL 101-476) regarding a... more

Functional Behavior Assessment Training in Public Schools

Journal of Positive Behavior …, Jan 1, 2003

... decision rules) Note. Adapted from Scott and Nelson (1999b). Page 6. Volume 5, Number 4, Fall... more

Quality Indicators for Assistive Technology Services in School Settings.

Journal of Special …, Jan 1, 2000

EJ623237 - Quality Indicators for Assistive Technology Services in School Settings.

Assistive technology and universal design for learning: Two sides of the same coin

Handbook of special …, Jan 1, 2005

Download

No Surprises! A Collaborative Planning Guide for Professional Development via Interactive Video.

Journal of Special Education Technology, Jan 1, 2003

EJ674659 - No Surprises! A Collaborative Planning Guide for Professional Development via Interact... more

The SETT Framework: Is It What You Think It Is? ECHO TIES

Download

The SETT Framework: Is It What You Think It Is? ATANZ Webinars -Part 2

Download

The SETT Framework: Is It What You Think It Is? ATANZ Webinar Part 1

Download

The SETT Framework: Critical Areas to Consider When Making Informed Assistive Technology Decisions

Download

Using the SETT Framework to Level the Learning Field for Students with Disabilities

Download

Assistive technology and universal design for learning: Two sides of the same coin

by Skip Stahl and Joy Zabala

Handbook of special …, 2005

Over the past decade, evolving technologies have revolutionized the way we do business, communica... more

The SETT framework: Critical areas to consider when making informed assistive technology decisions

Lake Jackson, TX: Assistive Technology and …, Jan 1, 2002

As the language of the Individuals with Disabilities Education Act (IDEA, PL 101-476) regarding a... more

Functional Behavior Assessment Training in Public Schools

Journal of Positive Behavior …, Jan 1, 2003

... decision rules) Note. Adapted from Scott and Nelson (1999b). Page 6. Volume 5, Number 4, Fall... more

Quality Indicators for Assistive Technology Services in School Settings.

Journal of Special …, Jan 1, 2000

EJ623237 - Quality Indicators for Assistive Technology Services in School Settings.

Assistive technology and universal design for learning: Two sides of the same coin

Handbook of special …, Jan 1, 2005

Download

No Surprises! A Collaborative Planning Guide for Professional Development via Interactive Video.

Journal of Special Education Technology, Jan 1, 2003

EJ674659 - No Surprises! A Collaborative Planning Guide for Professional Development via Interact... more

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