Summary

The SETT framework guides individualized planning and instruction for a diverse classroom setting. The acronym reminds educators to design and implement lesson constructs that are cognizant of the Student, their Environment and the required Tasks, while taking into consideration the available Tools. This case study presents an application of the SETT framework for Cory, a high school junior born with Duane’s Syndrome.

Ø Student: Cory’s disability effects her ability to focus her eyes and manipulate her thumbs

Ø Environment: Cory is enrolled in all regular classes, but should be seated in the center of the classroom

Ø Tasks: Cory’s deliverables should be modified to accommodate her disability (e.g. project-based learning that allows her to play an active role in the learning process).

Ø Tools: Cory requires a keyboarding device to allow her to deliver written work.

Student

Cory is a junior in my economics class. She was born with Duane's Syndrome. The manifestation of this disorder is the inability to move both eyes when gazing left or right. In her case the functionality of the thumbs is also limited. Her finger-like thumbs lack the ability to close; hence she can only grab with the strength of her other four fingers on each hand.

This physical disability has not limited her ability to process information or learn in the classroom if her accommodations are met. She has an Individual Education Plan with a 504 accommodation that includes the following:

1. Keyboarding for any writing assignments and assessments
2. Larger print on any assessments
3. Supply of printed notes if an individual lesson requires extensive note-taking
4. Seating in the middle of the classroom.

The functional areas of concern have more to do with receiving information visually and creating a work product that requires fine motor skills. She cannot read small font text and needs larger answer areas to create work product. It is near impossible for Cory to write for any extended length of time due to hand cramping.

Her special needs are covered in the IEP, but special care must be given when she feels stigmatized by using her accommodations. She is an intelligent girl who has developed an indomitable spirit while dealing with this disability.

Environment

Cory is placed in regular classes. She may or may not be placed in inclusion classes. She has preferential seating in the middle of the classroom defined in her IAP. She receives support from the Special Education department and has the option of taking exams in the ‘Learning Center’.

This is not always followed, depending on with whom you speak. Her current U.S. History teacher thought it was no big deal when she scored a C on his mid-term examination (which she hand-wrote against the order of the IAP): "A grade of 'C' is not so bad; that's average in my class." Her mother was upset and presumed the teacher ‘forgot’ about the testing accommodation. When I asked her Special Ed liaison about it, he said she refused the offer to take the whole test in the ‘Learning Center’.

Each of the classes in which she is enrolled has a computer. This is typically located at or near the Teacher’s desk and is used for attendance and grading. Her accommodation calls for keyboarding, but often the computer is inaccessible, especially during a computer-based presentation. This awkward access makes Cory feel hesitant to ‘stand up for her rights’.

Cory feels ‘different’ when using her accommodations as evidenced by her stoic approach to the US History mid-term. Teachers need to be sensitive to the insecurities of disabled students, both exhibited and hidden.

Cory was always raised to have high expectations. She thrives on extra-curricular activities, but has been challenged there as well. She figured out a way to play the Clarinet despite being told she couldn't and is in the Marching Band. She received an 'Excellent' in her NYSSMA rating on her instrument. Her need to continuously wear glasses has limited some of her roles on the Varsity Cheerleading squad, yet she participates in all events and competitions. Ironically, she throws the discus on the Track team despite the inability to use an opposing thumb.

Tasks

Cory’s disability requires modification to lesson plans to accommodate her.

Communication – Her auditory processing capability is unaffected, so verbal instructions and lecture style lessons would be fine. However she should be provided with written notes in at least a 14 point font.

Instruction – Again, she should be able to respond well to various forms of instruction, provided anything written should be in a larger typeface. If her IEP seating assignment is observed any visual presentation should be fine. Teachers should be mindful of television or projector locations when using these devices.

Participation – She can perform group work and is often a leader in class discussions. Her disability does not restrict her participation in classroom lesson activities.

Productivity – Cory is provided double time in her IEP for all assessments. Teachers should be mindful of this when creating lesson deliverables that are planned to be concluded within one period, but may require extra time. The best approach would be group Project-Based Learning activities, where one role in the group could be served by the disabled student.

Environmental Control – the preferential seating and keyboarding requirement are the only environmental issues that need to be addressed for this disability.

Tools

Part of Cory’s accommodation is keyboarding for any writing assignments and assessments. A standard PC or laptop would be preferred, but the economics of providing same is not achievable by most school districts.

The most common deveice to meet this required accommodation is made by AlphSmart. The version my school uses is the Neo. It is a portable word processor with limited memory and functionality. Its limited 8-line LCD display is best configured for two lines of text. It can only store eight files in its 2MB of RAM and includes in infra red and USB ports for printing and file transfer to an Apple of Microsoft-based PC.

The $249 price makes it the least expensive item on the market to accommodate an IEP with a keyboarding requirement. Higher end AlphaSmart models include the Palm OS, a more robust word processor that includes a formatting option, an imbedded wireless network interface and an Internet browser. Laptop Magazine did a review on the Neo on 4/20/2005.

Students who have this accommodation use it primarily for document creation, however some have used it for taking notes. Members of the special education department provide training to students. No formalized training was conducted in the department, so basically one of them figured out how to use it and it became a ‘train the trainer’ situation. Directions for use are printed on the back and are clear enough to allow anyone with moderate PC experience to operate it.

These devices are only provided to students whose accommodation requires it. Examples would be dysgraphia, poor eye-hand coordination or difficulty with fine motor skills. One was pulled out of the Special Education Chairwoman’s unlocked desk and I tried to play with it, but it was missing the three AA batteries required to power it.

I asked how it worked for the students and was told the limitations of the device make it easier for students to just use one of the four available PC’s in the Special Ed room. This is an example of a product being acquired to fill a mandated requirement and not used because of its perceived limitations. Meanwhile in the general school population Cory is still struggling with pen and paper.

References

Bausch, Margaret E. & Hasselbring, Ted. S. (2005). Using AT: is it Working? Threshold. National Assistive Technology Research Institute.

Dastellani, John & Jeffs, Tara (2004). Using Technology to Provide Access to the General Education Curriculum – Techniques to Try. TAM Technology in Action. Vol. 1 Issue 3. May, 2004

Hitchcock, Chuck, Meyer, Anne, Rose, David & Jackson, Richard (1999). Access, Participation, and Progress in the General Curriculum. National Center on Accessing the General Curriculum