In supporting our students with SEN there are moments when AT is needed. There are many frameworks that can be used to make the selection and implementation process systematic and efficient. I will briefly introduce three of these frameworks, the benefits of using them and the challenges to anticipate when implementing the selected AT.
Adaptations Framework
This framework provides a structure for examining the requirements from the student in terms of the "requisite abilities" to perform the "tasks" within specific environment setting. Information can be gathered about the students's "functional abilities and limitations" in relation to the setting’s demands using this framework. The guiding questions provided on the A.T. selection, takes into account the characteristics of the A.T. adaptations, the attitudes and acceptability of the student and others towards the selected A.T. and its use. Considerations during sourcing of fund are also provided. There are also questions guiding user on what to monitor and how to evaluate the effectiveness of the A.T. devices implemented.
Referral and Assessment for Assistive Technology (RAAT)
RAAT provides four systematic steps for the process of referral, assessment, collaboration, and implementation. The initial referral is usually made by one of the following groups of people: Therapists, physicians, family members, or teachers. Data used in the A.T. assessment that are collected includes medical records, reports on vision and hearing, information on technological devices currently in use, and background information on any related services previously provided to the student.
The second step is to assess the student's abilities based on the initial information collected and include any current use of A.T. A variety of methods are used, such as direct observation, to obtain data needed to create a plan to support the student's needs and abilities in completing tasks independently. Interviews are conducted to elicit the concerns and expectations of the student and his/her family, the perceived needs and abilities of the student, and also academic expectations.
In the third step, the multidisciplinary team is directed to provide the data needed to create an Individual Education Plan (IEP) and the devices being considered must be consistent in supporting the goals set forth in the IEP. Other considerations the team must make is during the procurement of device who to approach (which vendors or agency e.g. working with TechAble), any loan options, a trial period to determine suitability, providing training, and monitoring progress and noting any issues that arise.
The final step is to implement the selected A.T. device. This involve the sourcing of fund, vendors to purchase the device and their after sale service which include additional training beyond the trial experience. The team also need to provide short-term monitoring to confirm the effectiveness of the device and long-term ongoing assessment to ensure continual match or make adjustments as the student grows and develops independently with the A.T. devices in the various environments.
WATI Framework
This framework is designed to help the user approach the selection and implementation process of A.T. in a structured and systematic way using nine very comprehensive and detailed checklists and guides. This allows the user of the framework to work more efficiently when the selection process becomes complex and very detailed assessment are required. The comprehensive nature of the WATI framework would work well as a complement to the other two previous frameworks.
Benefits of Using the “Frameworks”
The benefits of using frameworks are many. Team communication and discussion is made easier and clearer by the guiding questions and checklists. The information gathered serves as the basis for shared decision making in selecting A.T. devices that meet the needs of our student. The process provided an opportunity to hear and record everyone's perspectives. Having a common language to understand a common goal. Providing a structured and systematic approach to consider, assess, implement, evaluate and review our supports and interventions. Using the information gathered to justify decisions when they are needed, particularly when applying for funding. Changing team perceptions by making the team aware of the details of things in our daily lives and routines that we seem to take for granted that may be barriers for our students.
Difficulties or Challenges to Anticipate
When choosing A.T. equipment, it is important to consider the attitude of the student and others around him or her at the same time. Whether there are any negative emotional effects, especially for the student being helped with the A.T. devices. Whether the student feels socially comfortable using the A.T. devices. Social acceptance by others may also need to be advertised. Practical application considering transportability and portability. Generalization of strategies and use of A.T. in the home setting. Risk of dropout, not only because of the complexity of use, but also because of the persistence of the student and those who support him or her. Administrative and logistical challenges include securing funding, loans, procurement channels, post-purchase maintenance and upgrades, etc.
Use of a “Single Framework” versus “Hybrid of Frameworks”
As the complexity of the A.T. continuum increases, the use of a single framework such as "SETT" may no longer be sufficient to specify planning; and it becomes too time consuming and impractical to use "WATI" when it is at the other end of the continuum. It is important to understand and know when to use which framework or a mixture of the different frameworks to achieve a balanced approach and ensure efficiency.
Comments