The SETT Framework for Assistive Technology
- 2 hours ago
- 3 min read
By Madison Eckles
The SETT Framework is one of the commonly used and respected models when choosing and implementing assistive technology within educational settings. The framework was developed by Dr. Joy Zabala, and is used to help educators, families, and students make thoughtful decisions about assistive technology, rather than choosing the most popular or convenient option. SETT stands for student, environment, tasks, and tools, and these four areas guide educators in identifying the most appropriate tools for students with disabilities [1].
The SETT framework’s emphasis on collaborative decision-making makes this framework especially valuable. Instead of starting with a tool or program, the team focuses on the student’s strengths, challenges, and needs [1]. This ensures that the proper assistive technology is chosen and can help the student increase independence and participation in daily life. This framework encourages input from teachers, families, assistive technology professionals, and the student, which makes the process much more specific to that student [2].
The first component, student, looks at the student’s needs, barriers they experience, and the strengths the student has. This step is essential because assistive technology is supposed to build on strengths while addressing certain limitations [3]. For example, a student may have strong verbal comprehension but struggle with writing, which may lead to their team considering speech to text tools. By defining what the student’s strengths and improvement areas are, the team can make informed decisions based on evidence rather than just assumptions [2].
The second component, environment, focuses on the setting where the student does their work. This includes spaces such as the classroom, home, and social environments. This framework asks teams to consider the available materials, layout of the spaces, internet access, and the way each environment works [3]. This is a very important step because a tool may thrive in one setting and fail in another. For example, a high-tech device may be effective in school but unusable if there is no internet access at home.
The third component is tasks, which identifies what the student is expected to do in those environments. Rather than stating vaguely that the student “needs help with readings,” the SETT framework pushes educators to break these larger areas into smaller tasks, such as answering comprehension questions or participating in discussions [3]. This amount of analyzing tasks helps match technology to the specific academic or daily life challenge. It also supports better alignment with IEP goals and expectations per curriculum [2].
Once those three components are fully addressed, the team moves onto tools, which is the final step. This is the last, but most important, part of the SETT framework. The selected tools may include no technology, low tech, or high tech options depending on the specific student’s needs. Some examples include pencil grips, text to speech software, augmentative and alternative communication devices, or screen readers [4]. Due to the selection being grounded in the previous steps, the likelihood of long term success and consistent use is much stronger [2].
Another major strength of the SETT framework is that it helps reduce device abandonment, which is a common problem. Many assistive technology tools fail not because of the technology being poor, but because teams skip planning carefully [5]. When tools are chosen without considering the learning environment or tasks the student is expected to perform, students may stop using them [2]. SETT addresses this by ensuring that the implementation of tools are purposeful, realistic, and connected to everyday tasks. Recent discussions of remote assistive technology evaluation have also shown that the SETT framework is still useful in remote and hybrid settings [5].
Overall, the SETT framework remains a very effective model because it places the student at the center of each decision. It is structured yet flexible, while supporting inclusion, independence, and academic participation. By prioritizing the student, their environment, and the tasks they are expected to complete before selecting the tools, educators can make better-informed decisions that lead to stronger outcomes and greater long term success.
References
[1] Get SETT for Successful Inclusion and Transition | LD OnLine. (n.d.). Www.ldonline.org. https://www.ldonline.org/ld-topics/assistive-technology/get-sett-successful-inclusion-and-transiti on
[2] SETT Framework / Guide to Assistive Technology. (n.d.). Guide to Assistive Technology. https://mn.gov/admin/at/learning/prek-12/sett-framework.jsp
[3] The SETT Framework for AT Tool Selection | Reading Rockets. (n.d.). Www.readingrockets.org.
[4] SETT (Student -Environment -Task -Tools) Framework. (n.d.).
[5] Hollingshead, A., Zabala, J., & Carson, J. (2021, April 13). The SETT Framework and Evaluating Assistive Technology Remotely. Council for Exceptional Children. https://exceptionalchildren.org/blog/sett-framework-and-evaluating-assistive-technology-remotely
