Meaningful Use of Switches
Why Switch ?
Before technology is introduced to the student, it is essential to establish the reasons or purpose for using the technology. Consider the following:
- the use of technology should be viewed as a possible means to reach a goal
- the student's goal is not to use a switch; instead the switch is used as a tool to allow the student to attain an otherwise unachievable educational goal (i.e. A student may use a switch to turn on the hand mixer to make cookies with her mother)
- the use of technology is only appropriate and beneficial when it enables the student more control or greater participation in an activity.
- the use of technology should not be considered if the student can perform the activity directly or with a simple adaptation (for example, first determine if the student can learn to access the play and stop buttons on a tape recorder, possibly with extensions coloured/textured stickers added to the keys before considering the use of a switch)
Getting Started...
In order to operate a switch successfully, the student will need a controlled, reliable movement that can be easily and frequently repeated. The time of day and the student's physical state will influence the ability to use a switch. To help determine a successful switch site and to assist in teaching the student to use the switch effectively, the Occupational Therapist, Physiotherapist or Speech and Language Pathologist need to be consulted.
The following are key variables which will influence the student's ability to access a switch:
- Motivation is key to success: Switch activities should be incorporated into real routines which will provide the student with enjoyable, motivating and meaningful experiences. Interactions with peers often enhance motivation and can be heightened through the use of switch activities. For example, a joke can be recorded on a talking switch and played to peers during recess.
- Student Position: The student can use a switch in a variety of positions (i.e. sitting in wheelchair, in standing frame etc.) The main goal for positioning is to provide adequate support so that the student can focus on isolated movements (e.g. with hand, head, or other body part for switch activation).
- Type Of Switch: Switches can vary in size, shape and sensitivity (i.e. the pressure required to activate it), color and method of activation. Different switches can be activated by touching or pressing the switch surface, pulling a lever or squeezing. It is necessary that the switch selected is compatible with the student's motor ability.
- Switch Site: The site is where the switch is positioned, to make easy access for the student. A reliable switch site will be determined according to the student's position and ability to use selected movement needed to access the switch. It may take experimentation over time for an appropriate site to be established. Keep in mind that even the slightest change in the height of a wheelchair tray or the position of the switch may make a great deal of difference to the student's success in learning to use the switch. Once a switch site has been selected, it may be beneficial to take a photo and/or mark the surface (for example, on a desk) for the switch site, to ensure the switch is set-up in the same position consistently. Consistency is 'key' to the student's success with learning.
- Sensory Feedback (response to 'hitting' the switch): Students receive sensory feedback every time they hit a switch (for example, buzzer sounds and the soccer game begins; sound of dice rolling and next player takes their turn in board game; music plays). Motivation will be heightened by a combination of auditory, visual and tactile feedback.
Integrating the Use of Switches into Daily Activities
There are many opportunities to integrate switch use into the curriculum and classroom, school and community activities. A switch can be attached to almost any electrical device or appliance. Some of the electrical appliances that can be include: blender, tape recorder, sewing machine, can opener, desk lamp, fan, pencil sharpener, paper shredder and slide projector.
Switch use has various functions but, as mentioned previously, it should be used as a tool to assist the student become more of an active participant. The following examples illustrate switch use at home and at school:
STUDENT |
ACTIVITY |
SWITCH SITE |
PURPOSE |
Primary student at school |
1. Greet Peers during Circle Time |
BIGmack, with message recorded; right hand with hand over hand assistance; sitting with T.A. on floor |
- participate in social interaction with peers |
Intermediate student at school |
1. Operate Time Clock and Buzzer in Gym Class 2. Operate Tape Recorder to Listen to Story while students read aloud (parallel activity) |
Big Red Switch, connected to time clock and buzzer; right hand, with verbal prompt to initiate; standing frame Big Red Switch, connected to tape recorder; right hand; sitting in wheelchair |
- assist teacher and classmates |
Secondary student at school |
Provide Instructions for Making Fruit Salad to Peers in Home EC Class |
Big Red Switch, connected to tape recorder; left hand; sitting in wheelchair |
- assist peers in their learning |
Intermediate aged student at home |
Operate Hand Mixer for Mother to mix Cookie Dough |
Big Red Switch, connected to hand mixer; right hand; lying in side-lyer on right side |
- assist mother in making cookies |