SETTFrameworkMidterm (1)

Child/Student 1. What does the child need to do or learn to do that is currently difficult or impossible to do at the appropriate level of independence? (e.g. talk, move about, play, etc.) 2. What are the child’s current abilities? Interests? 3. What are the child’s unique needs that currently prevent the child from ‘doing’? Environment 1. Who else is in those environments? 2. What materials/equipme nt are currently available in each environment? 3. How is the physical + sensory arrangement? Are there concerns? 4. What supports are available to the child? 5. What resources are available to the caregivers (family members, teachers, therapists, aides) supporting the child? Tasks 1. What routines and activities take place in the environment? 2. What are the critical elements of the routines/activities? 3. How might the activities be modified to make it easier for the child to participate? 4. How might the technology support the child’s active participation in those activities? 5. What outcomes identify ‘successful participation’ for the child? Tools 1. What strategies might be used to increase the child’s participation? What no -‐ tech, low -‐ tech, and high -‐ tech options should be considered when developing a system for a child with these needs and abilities participating in these routines and activities in these environments? 2. How might the child try these tools out in the natural environments in which they will be used? How will we know if they ‘work’? 1.Leila finds it challenging to communicate, particularly when it comes to expressing 1. Leila will be joining a preschool classroom with 14 children between 2 years 6 1 . Leila takes pleasure in reading books, playing games, making sounds, 1 . Leila communicates using spoken words, gestures, and vocalizations .

What we know her preferences and dislikes, resulting in frequent tantrums. 2. Leila possesses functional receptive language abilities, can identify toys, colors, and various household items, and communicates using 2– 3-word phrases. 3. Leila loves creating sounds, engaging with noisy toys, immersing herself in books, spending time with her grandparents, enjoying water activities, and socializing with both adults and children, particularly her sister Jana . months and 3 years 8 months old, along with two other Registered Early Childhood Educators (RECEs). 2. Leila will be present Monday through Friday from 9 am to 4 pm. 3. Leila will be accompanied by a support person for the first month due to mobility difficulties . engaging in water play, and interacting with peers. 2. Leila requires support with communication, mobility, and social interactions. 3 . Leila requires help with communication, mobility, and social interactions . 2. She benefits from adult assistance and may need assistive devices for communication and mobility. What we would need to know 1 . The particular communication difficulties that Leila encounters in the classroom setting and during different activities . 2. Effective strategies that have supported Leila's communication and social interactions. 1 . How the classroom environment is structured to support children with diverse abilities. 2. Availability of materials/equipment that meet Leila's interests and requirements. 3 . The layout of the 1. Modifications may be necessary for her to fully participate in classroom activities. 2. Information about the daily schedules and activities in the preschool classroom. 3. Key components of these 1. Approaches to enhance Leila's involvement and communication in classroom activities. 2 . Exploring non-technical, basic technical, and advanced technical solutions to support Leila's requirements.