Promoting Achievement through Technology and INstruction for all Students

SETT is an acronym for Student, Environments, Tasks, and Tools. The SETT framework is a four-part model, developed by Joy Zabala that is intended to promote collaborative decision-making in all phases of assistive technology service design and delivery from consideration through implementation and evaluation of effectiveness. 

The SETT Framework is designed to give us a student based, user friendly tool to use in considering what tools and strategies work in the student’s real world. It is essential to consider who the student is, where he needs to be across his day and what tasks need to be accomplished before any tools can be considered.

Without first looking at the Student, Environment, and Tasks, we may be providing a tool that is inappropriate.

The SETT Framework

S - Student

Some questions an IEP team may ask/answer regarding the Student to determine if AT is necessary include:
  1. What does the student need to do?
  2. What are the student's current abilities?
  3. What are the student's interests and preferences?
  4. What are the student's unique needs?

E - Environment

Some questions an IEP team may ask/answer regarding the Environment(s) the student will be functioning in to determine if AT is necessary include:
  1. What is the current arrangement of environment(s)?
  2. Which supports currently exist in the environment(s)?
  3. Which materials and equipment that all students have access to in the environment(s)?
  4. What current access issues exist for the environment(s)?
  5. What are the attitudes and expectations of individuals in the environment(s)?

T - Task

Some questions an IEP team may ask/answer regarding the Tasks necessary for the student to perform to determine if AT is necessary include:
  1. What tasks are part of being actively included in the identified environments?
  2. Which activities are included in the identified environments?
  3. What are the critical elements of the tasks and activities?
  4. Are there any accommodations or modifications that need to be made in order to complete the task or activity?

T - Tools

Tools should not be looked at until the IEP team examines the initial S-E-T factors. Once the IEP team has obtained the S-E-T information, Tools selected will be Student centered, Environmentally useful, and Task focused.

Sandi Smith, former PATINS Project Specialist, blogged about the SETT Framework in March 2017. David Jackson, Assistant Director/Senior Specialist also wrote a blog about the SETT Framework in April 2021.

The Indiana Department of Education (IDOE) has a Resource Webpage that includes updated Dyslexia Screener Guidance and a Dyslexia Toolkit. The purpose of the Dyslexia Toolkit Indiana Code 20-35.5 et. seq., as created by SEA 217 (2018) requires schools to screen all students in kindergarten through second grade. If students are identified as “at risk” or “at some risk” for dyslexia, then the Indiana Code requires that schools provide tiered interventions to address the needs of these students. The Indiana Department of Education, in conjunction with Indiana University’s School of Education, created this dyslexia toolkit to provide additional information, resources, and materials to support educators as they implement reading interventions with students with the characteristics of dyslexia. The toolkit provides detailed information about reading development and acquisition, scientifically-based reading instruction and intervention, recommended approaches for dyslexia intervention, and the areas of reading (i.e., phonological awareness, alphabet knowledge, sound-symbol relationships, decoding, encoding) screened in the universal, level I, and level II screeners. The toolkit provides guidance and recommendations for teaching reading skills with a structured literacy approach. Each section of the toolkit corresponds with a “resources” section with links to additional resources such as videos, sample lesson plans, materials (e.g., flashcards, manipulatives, word lists), books, articles, professional development, professional organizations, and centers, etc. It is recommended that this toolkit be used to further educators’ professional knowledge about reading interventions and guide their decision-making, intervention planning, and lesson delivery. This toolkit was not created to recommend or endorse a particular curriculum, product, or program. Ultimately, we hope this toolkit provides educators with resources and materials in response to, “how do we teach” and “what do we teach” students who are exhibiting the characteristics of dyslexia.

Indiana Department of Education Approved Dyslexia Training ProgramsThis list was reproduced with permission from the Indiana Department of Education.

Make Your Classroom a Safe-Zone for Specific Learning Disabilities (SLDs)!
Dyslexia, Dysgraphia, and Dyscalculia are separate learning differences that make learning challenging, stressful, and overwhelming instead of successful and fun! The ICAM team has created a fact sheet to acquaint you with these Specific Learning Disabilities. This fact sheet includes classroom supports which you can implement immediately.   

Please note that while PATINS/ICAM does not endorse a specific product or commercial training, we are eager to provide information on training opportunities/products which your school may explore in light of Indiana Senate Law 217, the new dyslexia law. We will update this page when opportunities become available.

Additional Resources for Educators & Students:

Yale Center for Dyslexia & Creativity: The Yale Center for Dyslexia & Creativity is a resource for educators and parents of children with dyslexia, and for the children themselves, actually. Explore the website for important information and personal testimonials, including these gems, included below. 

It is important to talk to the dyslexic student about this very prevalent specific learning disability. Knowledge is power. Don’t be afraid to use the “D” word.

Talking With Your Child provides examples for helping your child understand their struggles with reading and identifying their gifts. 

Early Identification of Children with Dyslexia: “The Shaywitz DyslexiaScreen™ enables schools nationwide and internationally for the first time to quickly and reliably screen all kindergarten and first grade students for dyslexia, allowing early support and intervention. The evidence-based assessment, developed by Dr. Sally Shaywitz, is delivered in less than five minutes per student, making it simple for schools to implement and use in the evaluation of early readers. The questions on the assessment, which are based on a longitudinal study conducted by the Yale Center for Dyslexia & Creativity, are considered likely predictors of dyslexia in children several years later. The Shaywitz DyslexiaScreen™ is extremely economical and is now available through Pearson.” The digital manual for administering the screen is $49. The screen is 99 cents per child; designed for Grades K – 1. 

Dyslexia: How to Write Goals - An article by Dr. Kelli-Sandman-Hurley from the Dyslexia Training Institute

Dyslexia In the Classroom: What Every Teacher Needs to Know - A handbook from the International Dyslexia Association

IEP Goals for Reading Fluency and Decoding with IEP Goal Examples - An article from Learning Abled Kids website

Case Study Clean and clear: making reading easier with Lexend. A key factor in reading problems might be hiding in plain sight. Learn how changing fonts can change comprehension. By Google Fonts and Susanna Zaraysky

Website Resources:

Dyslexia Help Success Starts Here - University of Michigan

By Focusing on Dyslexia, We Address the Needs of All Children - International Dyslexia Association

Dyslexia Apps and Software:

Ghotit - Software and Mobile Apps for People with Dyslexia and Dysgraphia 

Book Resources:

The ICAM has added some Dyslexia book resources to the PATINS Lending Library, to help educators and parents gain insight and skill in working with dyslexic readers. This need not be a daunting task. The following books were selected to help teachers, parents and other advocates provide assistance from a position of knowledge and deliberation. If you have read other books that you feel would be useful to others, send us the titles. For now, please consider borrowing these titles.
  • The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide, M.D., M.A. and Fernette F. Eode, M.D. - The authors are neuro-learning experts who reveal the hidden benefits of having a dyslexic brain.  Yes, dyslexia brings definite challenges, particularly when a student is surrounded by peers who do not experience their frustration in tasks like decoding and phonetic spelling. However, often individuals with dyslexia have other areas of great success and special talents: reasoning, big-picture thinking, artistic skills, to name a few. This book provides a “complete portrait of dyslexia.
  • The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s Confidence and Love of Learning by Ben Foss - Foss relates his personal experiences of moving through a school system that did not understand dyslexia, nor how to help struggling readers find paths to succeeding at school. He provides a three-step approach for helping dyslexic readers including 1) Identifying and devising a profile for the student, 2) Helping the student learn to be her/his own advocate in the educational setting, 3) Building a community in the school that works together to provide a system of supports for dyslexic students, which will help them turn discouragement to success.
  • Dyslexia Advocate! How to Advocate for a Child with Dyslexia Within the Public Education System by Kelli Sandman-Hurley - This book is a great assistant for parents of and educators for students with dyslexia. Sandman-Hurley discusses the importance of raising awareness of this frequently identified (1 in 5) and frequently overlooked reading disability. How dyslexia is addressed in the IEP process and in the 504 Plan process is dissected in depth. Often these are the points where much opposition is met. Learn how to manage these meetings professionally and with sensitivity.
  • Overcoming Dyslexia-A New and Complete Science-Based Program for Reading Problems at Any Level by Sally Shaywitz, MD. - This important book is by no means a new release; published in 2005, Overcoming Dyslexia continues to be timely, informative and easy to navigate if one chooses to use this as a reference to specific topics. You can for instance quickly consult Dr. Shaywitz’s research on:
    • Identifying dyslexia in children from K to Grade 12, in young adults, and in mid - to older adults.
    • How to rate the “readability” of popular titles by level of difficulty, including a list of popular/classic titles with the reading level indicated. To encourage reading by struggling readers, it is important to make selections from each child’s skill level (rather than grade level), to reinforce new skills and to provide an incentive for advancing skills.
    • Developing a model of instruction that is goal and research-based.
    • Corrects myths concerning dyslexia.

Photo of Jeff Bond

Jeff Bond
Specialty Areas
ICAM Technology Specialist

Photo of Martha Hammond

Martha Hammond 

Specialty Areas
ICAM DRM Services Specialist

Photo of Sandy Stabenfeldt

Sandy Stabenfeldt 

Specialty Areas
ICAM Digital Services Specialist

NameSpecialty AreasPhone
Photo of Jeff Bond Jeff Bond ICAM Technology Specialist
Photo of Martha Hammond Martha Hammond ICAM DRM Services Specialist
Photo of Sandy Stabenfeldt Sandy Stabenfeldt ICAM Digital Services Specialist
Photo of Leslie Durst

Leslie Durst 

800-833-2198 | 317-554-2740
Specialty Areas
IERC Director

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Betsy Scott 

800-833-2198 | 317-253-1481, Ext. 267
Specialty Areas
IERC Braille Project Manager

Photo of Terry Harris

Terry Harris 

800-833-2198 | 765-689-8920, ext. 6282
Specialty Areas
Director, Miami Accessible Media Project (MAMP)

Photo of Martha LaBounty

Martha LaBounty 

800-833-2198 | 317-554-2740
Specialty Areas
IERC Librarian

Photo of Nonna Cortez

Nonna Cortez 

800-833-2198 | 317-253-1481, ext. 750
Specialty Areas
Braille Transcriber

Photo of Eric Kindler

Eric Kindler 

800-833-2198 | 317-554-2740
Specialty Areas
IERC Orders and Materials Specialist

NameSpecialty AreasPhone
Photo of Leslie Durst Leslie Durst IERC Director
800-833-2198 | 317-554-2740
Photo of Betsy Scott Betsy Scott IERC Braille Project Manager
800-833-2198 | 317-253-1481, Ext. 267
Photo of Terry Harris Terry Harris Director
Miami Accessible Media Project (MAMP)
800-833-2198 | 765-689-8920, ext. 6282
Photo of Martha LaBounty Martha LaBounty IERC Librarian
800-833-2198 | 317-554-2740
Photo of Nonna Cortez Nonna Cortez Braille Transcriber
800-833-2198 | 317-253-1481, ext. 750
Photo of Eric Kindler Eric Kindler IERC Orders and Materials Specialist
800-833-2198 | 317-554-2740

DRM Roles

As per the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), the provision of AEM (Accessible Educational Materials) to students with documented print disabilities in accessible formats in a timely manner is a federal mandate. To not identify students and provide the needed accessible formats of print instructional materials puts school corporations in a potential position of liability.

The Indiana Department Of Education (IDOE) directs Superintendents (or her/his designee) of each public school corporation and charter school to appoint up to five (5) Digital Rights Managers (DRMs) to support the National Instructional Materials Accessibility Standard (NIMAS) Regulations of the IDEA 2004, for the schools they serve. Please consider having five (5) DRM’s for your school corporation no matter what the size of the corporation, or the number of students currently identified with some type of print disability. Personnel changes and many other factors may leave a school corporation without a properly trained DRM.

Remember that scientific, documented, replicated research tells us that 1 in 5 individuals have dyslexia. There is a good chance that there are children in your corporation with this specific learning disability who are not being adequately identified and served. For further resources on dyslexia, please visit DRM Resources.

It is better to have trained, active DRMs in your school corporation who may never be called on to fulfill their role than it is for your school to be in another scenario: that of having no trained and active DRMs to meet the needs of students. Please be aware that lawsuits have come about due to a school’s non-compliance with the NIMAS regulations.

DRM Responsibilities

  • Protect the copyrighted materials including the contents of the NIMAS file sets.
  • Assure compliance with items in the ICAM Limited Users Agreement, which they will agree to each time they log into the ICAM Ordering System.
  • Manage the confidential student information that may be shared between the DRM and the teacher of record (TOR).
  • Confirm documentation is provided by certified competent authority on the determination of print disabilities.
  • Register students and/or teachers in the ICAM ordering interface.
  • Place materials request.
  • Track and manage delivery of services.
  • Communicate with educators concerning the provision of AEM.
  • Other responsibilities that may arise pertaining to those listed.
As you consider your team of DRMs, please include staff from various roles. An efficient DRM team might include special educators for LD and VI, a general educator, someone from the technology department who can assist others with digital downloads, and perhaps a Reading Specialist, SLP, OT, or other special service area provider. Often a superintendent will appoint a designee such as the special education director, or the building principal, to select DRMs, and that is acceptable.

DRM Registration by Superintendents

Guidelines allow a maximum of 5 Digital Rights Managers (DRMs) per school corporation or charter school.

To register a new DRM, a superintendent, or that superintendent’s designee, needs to complete this form in order to add up to five DRMs. It is also important to remove any DRMs who are no longer in service using this same form. Contact the ICAM for your school corporation's currently registered DRMs.

When the ICAM receives a new DRM appointment, that individual will receive a link to the required online training. Once they attend the training their ICAM account is created and they will receive log-in credentials and further instructions.

Copyright © 2015- PATINS Project
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