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dc.contributor.advisorPolitano, Patriciaen_US
dc.contributor.authorCochrane, Daniel P.en_US
dc.date.accessioned2012-12-13T21:40:40Z
dc.date.available2012-12-13T21:40:40Z
dc.date.created2012-08en_US
dc.date.issued2012-12-13
dc.date.submitted2012-08en_US
dc.identifier.urihttp://hdl.handle.net/10027/9521
dc.description.abstractThe SETT Framework is used across the United States as a tool to make decisions about assistive technology for students with disabilities in K-12 education. In email list discussions, it is the model most frequently referred to by AT practitioners working the educational setting. It has also been incorporated into some state assistive technology manuals. Recently, educational blogger and doctoral student Ira David Socol proposed a re-ordering and re-labeling of the SETT Framework to better align it with an interactionist rather than a purely medical model of disability, which is identified as a social wrong. Using Fairclough’s version of Bhaskar’s explanatory critique, this study considers whether the SETT Framework poses discursive obstacles to addressing the social wrong and considers whether Socol’s version provides a way past the obstacles. Fairclough’s approach to critical discourse analysis is used to analyze the dialectical relationship between the most recent text describing the SETT Framework and the conjuncture of social practices it represents and reproduces: assistive technology and special education. Analysis of assumptions reveals a mixture of conceptualizations about the disabled student. Analysis of social actors and actions, using some of van Leeuwen’s methods, reveals a student recontextualized as mostly passive in the SETT decision-making process. This is contrasted with Socol’s version, which tries to portray the student as a decision-maker.en_US
dc.language.isoenen_US
dc.rightsen_US
dc.rightsCopyright 2012 Daniel P. Cochraneen_US
dc.subjectSETT Frameworken_US
dc.subjectJoy Zabalaen_US
dc.subjectIra David Socolen_US
dc.subjectToolbelt Theoryen_US
dc.subjectassistive technologyen_US
dc.subjecteducationen_US
dc.subjectspecial educationen_US
dc.subjectdisability studiesen_US
dc.subjectsocial modelen_US
dc.subjectdisabilityen_US
dc.subjectdisabled studenten_US
dc.subjectstudents with disabilitiesen_US
dc.titleRecontextualizing the Student: Analysis of the SETT Framework for Assistive Technology in Educationen_US
thesis.degree.departmentDisability and Human Developmenten_US
thesis.degree.disciplineDisability and Human Developmenten_US
thesis.degree.grantorUniversity of Illinois at Chicagoen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMS, Master of Scienceen_US
dc.type.genrethesisen_US
dc.contributor.committeeMemberSandahl, Carrieen_US
dc.contributor.committeeMemberGabel, Susanen_US
dc.type.materialtexten_US


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