5. "Toolbelt Theory" suggests that
we must teach our students how
to analyze tasks, the task-
completion environment, their
own skills and capabilities, an
appropriate range of available
tools… and let them begin to
make their own decisions
6. • Break the dependence cycle
• Develop lifespan technology
skills
• Limit the impact of limitations
• Empower student decision-
making
• Prepare students for life
outside of and beyond school
7. Students learn to employ a
specifically ordered version of
Joy Zabala's SETT Framework
(Student, Environment, Tools,
Tasks). Specifically ordered
because, in human experience,
the choice of tools is always
Task-dependent.
10. Task. At the most basic, I need
to know if I need to cut wood
or join it before I start looking for
a tool to use.
11. Environment is next because it
makes a huge difference
whether I am cutting the wood
in my garage or in a forest.
12. Then, I need to know my Skills–
Am I strong? Am I exhausted?
Is my right hand broken?
Am I simply a danger to myself
and others with power tools?
13. Once I know all of that, I need
to know which Toolsexist –
if I have never seen a chainsaw,
as many dyslexic students (for
example) have never seen a
good digital reader, I will spend
long hours hacking ineffectively
with an axe.
15. Intake and Output
“Reading is defined as
getting information
from a recorded source
into your head, Writing
is defined as getting
information from your
head into a form which
others can access.”
17. Task
1. What needs to be done?
(when possible, break the task
down into component parts)
18. Environment
1. Where must this be done ?
2. Under what time constraints?
3. What is the standard method
of task completion?
4. How does this student interact
within this environment?
5. Who is the task being done
for? (specifics of teacher,
employer, other expectations)
19. Skills
1. What specific strengths does
the person with the disability bring
to this task?
2. What specific weaknesses interfere
with that person's ability to complete
the task?
3. What is that person's "tool acquisition
aptitude" and what tools are they
currently comfortable with?
20. Tools
1. What tool best "bridges the gap"
between the current skill set and
what is needed?
2. If the tool is not already "in the
toolbox" (successfully trained in its
use), how does the environmental
timeline match with the needed
learning curve?
3. If it is not possible to use the
"best tool" within this environment
what is the "back-up tool"?
22. The goal is to empower students
to continuously assess their
changing needs and the ever
changing technological
environment that surrounds
them, and allow them to build
their own toolbelts of appropriate
solutions to their life challenges.
23. The way the world works
Different tools for different
tasks/moments
Multiple tools for tasks
24. For reading, I use
Ink on Paper (though not handwriting)
Digital Screen (Computer/7” Tablet/Mobile)
WYNN
FoxVox or SpeakingFox
WordTalk
Audio Books and mp3 Conversions
Read-and-Write-Gold
26. For writing, I use
Keyboarding
Desktop Keyboard
Laptop Keyboard
Mobile Keyboard
On-Screen Mobile and Tablet Keyboard
Windows7 Speech Recognition
Vlingo
Sync
27. For “Display,” I use
Desktop with 2 screens
Laptop Screen
Android Mobile Screen
Android Tablet Screen
Android Sound Output
Computer Speakers/Headset
Microsoft/Ford Sync
28. For Spellcheck, I use
Spellcheck in Microsoft Word and in OpenOffice
Spellcheck in Google Apps
Spellcheck in Firefox
with Dictionary Switcher
Spellcheck in WYNN
Ghotit
29. Mash Ups
I use the OCR scanner in WYNN for most text conversion,
it’s the most accurate
I use CamScanner on my mobile and mix it with WYNN
OCR
I use Firefox with Google Docs and my British Dictionary
when writing for “the right side” of the Atlantic, easiest
place to switch spelling supports
I use the translator in Google Docs for international
tweets in other languages
I bring docs from Word to WYNN and from html to Word
and WYNN
30. The Tool Mash Up
The art of combining tools
to create a personalized
support structure
31. The Tool Mash Up
An essential part of functioning
in today’s ICT world. What to
bring together to support
your individual needs.
32. Beginning
Firefox Add-Ons
Choose a TTS system:
FoxVox, SpeakingFox
Choose a map tool
Choose a dictionary
Choose a translator
33. Next
Carrying text to different systems,
for different needs
Combining Assistive Technology
with Typical Applications
Converting documents for mobile use
Applying Open Source technologies
to your needs
34. Next
Individualizing AT solutions
Inventing Mash Ups
Utilizing multiple systems for task completion
Bringing new tools, or new tool uses, to their
peer group
35. Applying to Social Networking
Creating global access
Creating empowerment
Developing cross-platform skills
Establishing broad communication to break
isolation and connect to future tool needs
