SETT and UDL Planning

The SETT Framework : Student, Environment, Task, & Tools

• The Student– The person who is the central focus of the educational

process and for whom everyone involved in any part of the educational program is an advocate

• The Environments– The customary environments in which the student is (or can

be) expected to learn and grow• The Tasks

– The specific things that the student needs to be able to do or learn to do to reach expectations and make progress educationally

• The Tools– Everything that is needed by the student and others for

the student accomplish the tasks in the places where they need to be done so that educational progress is achieved

• Devices• Services• Strategies• Accommodations• Modifications• Etc.

Framework

• Critical Elements– Shared Knowledge– Collaboration– Communication– Multiple Perspectives– Pertinent information– Patience– Flexibility– On-going Processes

Tools Can Be Low Tech

To High Tech

• Universal Design looks to make the learning environment as flexible and accommodating as possible

• Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves

• Both approaches strive to insure the access, participation & progress of students with disabilities.

UDL Planner

Curriculum Unit Methods and Materials

Challenges that these instructional methods and materials present to some

studentsUDL Solutions Co:Teaching Responsibilities and Prep

Presenting new information via lecture / classroom discussion

Student has difficulty with new concepts and vocabularyStudent is distractible and misses information.

Use PowerPoint to introduce and review new concepts and vocabulary. Provide guided lecture notes at multiple levels.

GenEd: Create PPT to introduce new vocabularyPara: Search Internet/Discovery Streaming for graphics to illustrate conceptPara: review PPT and guided notes with ___ during writing portion of lesson

Reading

Student’s independent reading level is below grade level or student cannot read fluentlyStudent struggles with new vocabulary Student has difficulty with critical thinking

Locate appropriate text on the internet to provide background information.Students use Kurzweil to read and listen to text.Students use the dictionary feature in Kurzweil or a web-based dictionary to look up unknown words.Teacher embeds questions in the Kurzweil text using “notes” to foster critical thinking.

Para: use search engines to find text on the topic at xx lexile levelGenEd: review followup questions with group 1SpecEd: review followup questions with group 2

Checking for understanding

Student has difficulty with new concepts and vocabulary.

Student uses Inspiration to check for understanding of new vocabulary.Student uses PowerPoint or Windows Movie Maker to demonstrate knowledge of a topic.

GenEd: create Inspiration file with vocabularyPara: supervise students working in the computer lab

Writing a BCR

Student has difficulty with spelling Student cannot handwrite legiblyStudent cannot organize ideas

Student is given access to word processing.Student is given access to word prediction software and spell check.Student uses prewriting graphic organizers.

SpecEd: create graphic organizers at various levels of support to align with curriculum unit