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Explore the built in accessibility features of your device and report back. What type of device? What did you explore? How could you use this to support a person with a disability?

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Share your insights about this video. How does this topic relate to the focus on our class?

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Think about classroom strategies / tools you already use and how they fit into the Principle of Action & Engagement

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Think about classroom strategies / tools you already use and how they fit into the Principle of Representation

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Based on what I learned from the conversation with Dr. Joy Zabala, SETT is designed to learn focus on the who, where, and what about a student. This can be pulled from teachers, parents, and other school staff. Then after discussing as a team they move to find the best tools to help the student thrive, most times including an AT device. She also focused on the constant discussion about how do we notice progress is being made. Which shows that the team will be collecting data to answer that question.

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I believe the impact that the pandemic had on "effective learning environments" limited professionals to providing the least restrictive environments. All of the following were changed during the pandemic: arrangement, staff, materials, and expectations.

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She mentioned that least complex, does not always mean simple. So finding the place where you can lower barriers and not raise other barriers is where a team should begin. It is important to always think of low-tech before jumping to the high-tech tools.

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SETT makes sure that the student and those closest to the student are all on board with the plan of how, when, and where to implement tools. It also ensures that tools are always available no matter the circumstances.

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SETT framework concentrates on being certain of who will be using the AT, where it will be used and what it will be used for. It is important to focus on what progress looks like and to make sure you know it is occurring to help students succeed. Everyone working with the student should be on the same page and acknowledge students' small successes in the process of working toward their goal. Students all have different base lines and SETT Framework work from individual baselines to help students reach their goals step at time.

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The pandemic impacted the learning environment by completely disrupting the environment students are used to. Students had to learn to create their own learning environment in a new place very abruptly. It also opened a lot of doors for students to learn more about what environment is best for them to learn. It did put up barriers for students to get  assistance in the areas they need.

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It is important to consider the physical environment students are in before putting low tech tools into place. It is also important to learn about what the students' goals are. The low tech tools should be considered to enhance the student’s learning without raising barriers in other areas.

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The SETT framework works to move everyone together in the direction of success. It also focuses individually on what each student needs and lowers the chance of student’s feeling abandoned. The environment the students are in is considered when creating a framework for a student to understand their learning style better.

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The SETT framework helps provide structure in the development / implementation of an AT plan. Quality by properly assessing and planning. As well as consistency with data collections and evaluating.

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The SETT Framework was designed by Dr. Joy Zabala to assist students with the implementation and development of an AT Plan and offer these students a choice in how they will be using the AT within their own plans. Within this Framework, the team members involved in the individualized plans have the ability to track progress and other data points to ensure success. These AT plans can also be in collaboration with IEPs and 504s.

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In my experience, the pandemic impacted the learning environment for students and teachers both positive and negative ways. The daily routine of students and teachers alike were broken and became discombobulated as all classes became virtual and in some instances, asynchronously. Many students lost access to instructional tools and aids, especially those with AT. Most, if not all, instruction was done virtually as well as the creation and submission of assignments. Many students lost their connection to tactile learning. However, it was also a positive in the regard of learning about new instructional tools that others did not previously know about. It offered a "rebirth" of teaching which also came at a time that technology was on the rise and schools were starting to assign devices 1:1.

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From what I took away from this video was that the SETT Framework assists with the development and implementation of an AT plan as it focuses on all of the aspects that are effecting the student. Regarding the who, where, what for and how. In regards to data collection, it is similar to an IEP as reflection and tracking needs to take place in order to assess the effects on the student.

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From what I took away from this video was that the SETT Framework assists with the development and implementation of an AT plan as it focuses on all of the aspects that are effecting the student. Regarding the who, where, what for and how. In regards to data collection, it is similar to an IEP as reflection and tracking needs to take place in order to assess the effects on the student.

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The pandemic has had an impact on the concept of "an effective learning environment" in a variety of ways. This impacted the teacher, the student, the environment, etc. This new learning environment is not necessarily the most effective for each student. This reminded me of the fact that every student learns different and therefore some students struggled in this learning environment. Tracking, assessing, and observing became harder as the educator is only seeing what is front of them on the screen and what is being submitted. Therefore, providing AT, accommodations, modifications became more difficult for teachers to provide at this time.

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The pandemic has had an impact on the concept of "an effective learning environment" in a variety of ways. This impacted the teacher, the student, the environment, etc. This new learning environment is not necessarily the most effective for each student. This reminded me of the fact that every student learns different and therefore some students struggled in this learning environment. Tracking, assessing, and observing became harder as the educator is only seeing what is front of them on the screen and what is being submitted. Therefore, providing AT, accommodations, modifications became more difficult for teachers to provide at this time.

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Not only does the SETT Framework provide structure, but it also ensures that the right AT is being implemented for the student. Those working with the student ensure that the aspects are being reviewed, reflected on and remaining consistent in order to be most effective for the student. The student first mindset is always being considered.

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Not only does the SETT Framework provide structure, but it also ensures that the right AT is being implemented for the student. Those working with the student ensure that the aspects are being reviewed, reflected on and remaining consistent in order to be most effective for the student. The student first mindset is always being considered.

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When figuring out what would work best for each student it is best to start simple and go from there. This way the educator is considering what is best for that child. It is not always necessary to have the most high end tech tools. There needs to be reasoning behind every decision with the students needs in mind. Therefore a strategy I would use is to start at the beginning and move on from there, similar to a check list.

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When figuring out what would work best for each student it is best to start simple and go from there. This way the educator is considering what is best for that child. It is not always necessary to have the most high end tech tools. There needs to be reasoning behind every decision with the students needs in mind. Therefore a strategy I would use is to start at the beginning and move on from there, similar to a check list.

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After watching video, share your insights about the video.

Share 3 takeaways from the video.
How could using the QIAT indicators support more effective assessment of AT needs?

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After watching the video, share your insights about the video.

Share 3 takeaways from the video.
How could IEP teams incorporate the QIAT best practices principles to ensure more thoughtful, complete student IEPs?

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Choose 1 session to watch.

Make sure to add your name and session you watched in the title.

After watching the recording,  share your insights about the sessions. What were some of your takeaways from the sessions? What could you implement immediately? What is something you want to learn more about that topic?

Comment on at least two posts from your colleagues

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Kathleen Geary. Assistive Technology Supports for Anxiety

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Kathleen Geary. Assistive Technology Supports for Anxiety

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Throughout the session I learned that 57% of Americans either don’t have or are not receiving treatment for anxiety and other mental health disorders. Anxiety in young children is only growing and there needs to be more outlets for students to receive mental health treatment. I learned that even the positive characteristics of students can be masking their insecurities and hardships. The most outgoing student may just be scared of disappointing people as well as the detail oriented students might be overthinking everything they do. There are many ways to add helpful tools and information to your classroom to help students understand mental health and themselves better. Applications including Mindfulness apps and movement apps can help student’s learn to release energy they didn’t even know they had pent up to begin with. Apps and taking moments to relax in the class can be implemented immediately and have immediate benefits to the students that can help them for life. Giving students the tools and opportunities they need to learn about themselves and overcome their fears at an early age can give students an outlet that is always available to them. These skills can help students thrive in their academics and social skills they would have never had the confidence for before. I would love to learn about more mental health and tools to help students be more comfortable and confident with themselves.

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Guidelines are important for the IEP teams to know where to put AT and how to incorporate it in the student’s plan. A student may not need an AT for a math test, but it could be crucial during reading and it is important that this AT is provided when needed. Including the AT in the student’s goals is the best way to ensure students are receiving the correct AT when needed.

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QIAT indicators take into consideration the student’s environment, needs, and obstacles to understand what AT would work best for true students. These indicators also make a point to consider reassessing the student’s AT needs. The resources provided to the student to assist them may have worked for one student but not for the next and it is important to keep track of the student’s improvements. Considering the students and parent’s feedback is also helpful for giving the student the resources they need to feel confident and comfortable in the class and working on tasks.

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The indicators that stuck out to me the most are working with a team that is knowledgable about the student, complete items with reasonable timelines, and reassess and update. Working with a knowledgable team is so important because every child is unique. Even if the student has similar diagnoses to other students, their desires and interests are also important to making decisions. Therefore, people who know the child should be the first to work. Working within reasonable timelines is important because it is only fair to the child that they have access as soon as possible. Finally, it is important to reassess and update frequently on the changing abilities of the student or the environment and experience. If there are any changes, the AT to support the student may be subject to change.

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I believe that by following the procedures of QIAT, the IEP teams will be better prepared for the students and the families. Although IEP meetings can sometimes go well or extremely badly, it all depends on the level of preparedness and thoughtfulness shown towards the student. Using this program will better prepare teams and show consistency among the members.

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I watched Social Emotional Supports for Learners with Disabilities (and Everyone Else, Too!) by Beth Poss. Something I took away was the resources she provided for in class social emotional learning like Kimochis and the Mood Meter. Something I might implement right away is questioning to understand students feelings. I would also teach this for the students to do with each other. That way they can use this in their peer relationships. I'm curious if there are more power cards for older aged students. I like the idea of having role models, but I think my current group wouldn't relate the the example I saw of spiderman.

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The three indicators that stood out to me in this video are how they are conducted by a knowledgeable team, they are data driven, and clearly documented recommendations are given. Having a knowledgable team is vital due to the different learning needs of every student. The needs of each individual students must be considered as no two are the same. So, having a team with a vast knowledge will allow for each student to have individualized recommendations for their needs. Additionally, everything is data driven. Meaning, everything gets recorded so it can then be referred back on to make adjustments and decisions as needed.This allows for reevaluation and change if need be. Finally, having clearly documented recommendations provides clarity while ensuring that everything is outlined for the student. These three indicators stood out to me as they are important to ensure students needs are being met and considered at all times.

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QIAT indicators are important to consider when considering a student's IEP. This will ensure that IEP teams are fully prepared and are considering all aspects when discussing the student at hand. Everything is considered and planned out in order to ensure student's are using the correct AT based on their IEP. This program allows for precise AT to be implemented for the student while providing consistency throughout their educational path.

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The webinar I chose to watch was AT Supports for Anxiety and Self-Care. Anxiety is so different for every person and often is undiagnosed due to the stigma behind it. One statistic that was mind blowing to me is that 57% of Americans either lack access to or are not receiving treatment for anxiety and related mental health disorders. This is a hug population who is missing out on the supports that they need in order to access and look at material in order to see success in education. Additionally, this stat is growing. No change can be done if this is not recognized and acknowledged. This webinar provided signs and ways to identify learners with anxiety. Different apps were presented to include within the classroom for not only these students, but all students within the classroom to consider mindfulness and the body.

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The three areas from the Quality Indicators for AT Assesment video that rang true for me included;  review by a team with knowledge, completed within reasonable timetables, and needs reassessed when needed.
The review by a team of experts is very important but knowing that your team members don’t all need to be experts in everything is very important.  It’s so common in my school experience to see descions are delayed or drawn out because administrators are seeking the perfect answer to a problem and if the team makeup takes that approach with only members of only special education experts it is very understandable they will struggle by missing day to day details.
This leads me to the next point that rings try to me that using reasonable timetables is important.  As students grow and develop their needs Amy change for the better or worse.  If recommended adjustments are implemented too slowly they may not benefit the student’s needs or perhaps may need a reassessment if the student’s needs change.
Finally, I agree with reassessments should be done when needed. This can include when the student’s needs change, addition of funding or reseources become available, or maybe when a child has been able to reel the benefits of adaptive tech and no longer needs these tools in place to continue to learn and grow.

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After watching the video for Quality Indicators for Assistive Technology Services - AT in the IEP, my first takeaway is the careful description of the devices and services to be provided and used by the team for the student.  If a determination is made by a group of experts and then incorrectly communicated to the aid or teacher working with a student then less than desirable outcomes should be expected for the student.  In worse-case scenarios, the right tool is used but is not effective for the learner because it is used either at the wrong time or wrong setting. The next item that stood out to me was where and how to document AT use.  Using the features needed in the IEP but not necessarily the device name.  (ie. MAc's vs. Windows.)I found this interesting as devices may perform similar functions but differently. The final stand-out indicator I recognized while watching the video was lowering barriers to a student's progress but not directly provided to the student. I see this as building the environment for all students and not just benefiting one student. Use of closed captioning while using video in the classroom. this will allow implementing teachers and aids in the classroom to more readily use tools for the entire class and possibly improve the likeliness of including AT as directed. There was a vast amount of resources given that can greatly improve the use of AT in our classrooms.

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Three QIAT Indicators that really stuck out to me in the video was working together as a knowledgeable team, the large role that data collection has in conducting AT Assessments and considering and documenting clear recommendations for the student. It is extremely important for colleagues to work together as each person brings something different to the table. It is also important that this team is comprised of experts, that way the best possible solution can be brought to fruition. Assessment data is also extremely important in creating, executing and evaluating assessments, especially with AT. Collecting and evaluating data helps the assessor tell if the modification and accommodations are helping or hindering the student. It is also useful in creating a history for that student that other members of a team or institution can go back and reference and see what has helped and what has not. The collection of data also ties into the need to clearly document accommodations so that this data can be accessed by anyone and everyone. The QIAT indictors could help support effective assessments of AT needs as the indicators provide a clear cut list of guidelines and expectations in providing and using AT.

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Incorporating QIAT best practices into IEPs give IEP teams the opportunity to create a fuller, more complete and better individualized learning plan for the students. Using the QIAT indicators can provide IEP teams with more information and better preparation for writing IEPs and conducting IEP meetings. The consistency of documentation is also a way to ensure that the best practices are being conducted. -Brittany

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Think about classroom strategies / tools you already use and how they fit into the Principle of Representation