SETT Step Two:
Generating Solutions

Considering what AT can be used is the fun part! Most people would like to begin here, but you will be off to a very poor start if you skip the important information collection of Step One. It is hoped that a group who has used the SETT Framework to arrive at this point, does so with a clearer understanding of what Tools should be sought and how those tools would be used.

From this information. the team should select 1-2 critical student tasks for which to generate solutions. All possible solutions should be "brainstormed" by the team. Remember that AT tools range from the simplest, everyday devices to the most complex technology innovations. There are also "no tech" materials and strategies to be used with low and high tech devices and supports. All are considered as part of a system of tools working in combination to assist a student in moving forward. Keep in mind that communication among the team members should be open and honest.

Identifying the AT Tools & Strategies

What a difference it makes to begin seeking tools with a clear idea of who is going to use them, where, and for what! Teams may want to use some of the resources on the sidebar to assist with generating AT Solutions.

Selecting The Tools

The team now moves toward consensus on the outcomes the tools will be used for and the features of those tools. As environments and tasks are explored, the links between assessment and intervention become strong and clear. Solutions are generated as they relate to individual tasks, one at a time. With this approach, members of the team can see the relevancy of the technology and can be more active and persistent in encouraging and supporting the student's achievement through its use.

Is a system of AT tools and strategies required for a student with these needs and abilities to do these tasks in these environments? What no tech, low tech, and high tech options should be considered? How might the student's special needs be accommodated without changing the critical elements of the activities? Will modifications be necessary? What strategies might be used?

Brainstorm all possible AT options (no, low and high-tech) for each student task. Discuss features that are needed if you don't know specific products. Discuss options to be used in more than one environment. There may be student homework issues. Don't forget strategies of how and when the AT options might be used. Discuss the solutions listed, thinking about which are most effective for the student. It may help to identify solutions in three categories: those that can be implemented immediately, those that can be started in the next few months after acquiring new equipment or software, and those things that may be kept in reserve to try in the future. For the Tools, identify What We Know and What We Need To Know.

Team completes the Solution Generations + Selection Portions of AT Planning Guide