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Sett Framework Joshua Case Study

Joshua is a 13-year-old 7th grade student diagnosed with hypotonia and orthopedic impairment affecting his hand function. He fatigues easily when writing and can only produce 50% of the written work of his peers. While highly intelligent, he may need to move to less demanding classes. The team will use the SETT framework to evaluate Joshua's situation and needs regarding student factors, environment, tasks, and tools to determine accommodations.

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492 views

Sett Framework Joshua Case Study

Joshua is a 13-year-old 7th grade student diagnosed with hypotonia and orthopedic impairment affecting his hand function. He fatigues easily when writing and can only produce 50% of the written work of his peers. While highly intelligent, he may need to move to less demanding classes. The team will use the SETT framework to evaluate Joshua's situation and needs regarding student factors, environment, tasks, and tools to determine accommodations.

Uploaded by

api-580080266
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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SETT Framework Case Study

Please read the hypothetical case study below about a student we will call "Joshua". Recognizing that you are
experts in this area, you have been selected to consult as a team on this particular case. From your readings and
utilizing the SETT framework you will collaborate to complete a “detailed” SETT framework. As a team, you will be
dialoguing about this student so that a completed SETT framework/matrix can be completed. Before meeting with
your team, I suggest that you read through the case study and prepare by taking notes. You will be answering the
following questions:

THE STUDENT

What do you know about Joshua? What do you still need to know? How will you find out?

- 13 years old, 7th grade


- Diagnosed with hypotonia and orthopedically impaired (poor hand function)
- Can produce 50% of written work that other students produce
- Fatigues easily while writing
- High IQ (135)
- Receives OT for 30 minutes a week

THE ENVIRONMENT

What do you know about the environment? What do you still need to know? How will you find out?

- Attends school in a two-story building


- Science and math classes are located on the second floor
- Most classrooms do not have access to computers
- Has access to a laptop at home, and completes most assignments at home to turn in the next morning
- Resource room for OT

THE TASKS
What do you know about the demands of the tasks? What skills are being taught or tested? What skills are needed
to show knowledge of skill being taught or tested? What skills need to be supported? What do you still need to
know? How will you find out?

- Science: Essay that compares and contrasts renewable energy versus fossil energy
- English: must complete an analytical book report on Touching Spirit Bear by Ben Mikaelsen
- Social Studies: working in a group, considering factors influencing migration of wildebeests on African plains
- Need to know: math assignments
- As of now, assignments are handwritten unless he completes them on the laptop at home
- Josh struggles writing legibly and becomes fatigued easily

THE Tools

What tools does he already have that are working? What no tech, low tech, mid tech and high tech options should
be considered when developing a system for a student with these needs and abilities doing these tasks in these
environments? What strategies might be used to invite increased student performance? How might these tools be
tried out with the student in the customary environments in which they will be used?

- Laptop (at home)


- Hand strengthening exercises (OT)
- Increased communication between Josh’s teacher and his occupational therapist is necessary to ensure that
his therapy techniques are incorporated in the classroom.
- Josh could benefit from AT use in school. Currently, he is spending three hours outside of school to complete
assignments. AT use in the classroom could help Josh complete assignments more efficiently and during
school hours.
- Tools to consider: laptop to use at school, talk to OT and see what they recommend based on Josh’s therapy,
extra time on handwritten assignments and other tools to assist writing, printed notes,

CASE STUDY INFORMATION


Josh is a 13-year-old student who is in 7th grade. He has a medical diagnosis of hypotonia along with an
educational diagnosis of orthopedically impaired. The hypotonia primarily affects hand functions, making it difficult
for Josh to write legibly even for short periods of time.

On the WISC-R, Josh received a verbal IQ of 153 and a performance IQ of 108 yielding a full scale of 135. He is
enrolled in accelerated classes. However, the staff has discussed a change of placement to a less demanding class
because of concerns over written productivity. Due to his medical condition, Josh fatigues easily which makes it
difficult for him to keep up with the class as far as writing is concerned. His teachers report that Josh is able to
produce 50% of the written work that the other students produce.

The school Josh attends is a two-story building. It is arranged in subject area wings to facilitate collaboration among
teachers who teach like subjects. While most classrooms are on the first floor, the Science and Math classrooms are
on the second floor. With the exception of the English and Science classes, most classrooms do not have computer
carts. Each Science lab has a computer cart. Students utilize the computers to maintain a database of information
obtained during experiments. In English, students have access to twelve computers per room for word processing.
Each classroom has 24 students.

Josh is involved in several projects for the semester, and he is concerned about getting all of the work done. In
science, the class is developing an essay that compares and contrasts using renewable versus fossil energy. The
seventh grade English class is reading Touching Spirit Bear by Ben Mikaelsen and each student must complete an
analytical book report by the end of the semester. In social studies, Josh is involved in a cooperative learning group
which is considering the factors that influence the migration of wildebeests on the plains of Africa.

In order to maintain a heavy class load, Josh saves his work for the evenings and completes assignments on his
laptop computer at home. He works approximately 3 hours each evening and turns in completed work the following
morning.

Josh receives occupational therapy at school for 1/2 hour a week which focuses on upper extremity strengthening,
fine motor strengthening, and endurance for handwork. Presently Josh receives OT services in the resource room
where he does hand exercises and practices typing on a computer. The OT prefers to pull Josh out of the class
because he thinks Josh can concentrate better and is not a disruption to the other students when his therapy is
provided in a separate classroom. However, the OT has never attempted to support Josh in his classes by showing
his teachers ways to incorporate therapy.

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