Switch Access

Tyler's growth gave us an opportunity to closely examine: developmental milestones, the urgency of contact with specialists, and the importance of TRAINING!  Great demonstration of use of a head mounted switch using the head as a control site using indirect selection.  What a progression to direct selection using the iPad! (and huge $aving$)

I was also surprised at the simplicity of the PowerLink4 demo (hold on, seconds on, on/off) environment control unit.  These teach an understanding of cause/effect (switch/ action) and making choices (i.e.music or light).  Cueing for these tasks are so crucial to conceptual understanding- the need to name the task- not the action ("lights on" -vs- "hit switch").  The implementation of student tasks needs to be in authentic contexts (i.e running a buzzer in PE, instructions in literacy).  Wait time is also crucial- additional prompts can be too much to process.


Viewing the "20 ways to use PowerLink" video clip demonstrates how it gives students opportunities to have a direct impact on/ control over their environment, promotes communication, and engagement.  Successful implementation depends on: motivation, suitable activities, practice time, encouragement, position of switch, and type of switch. Once students can use a switch they can move onto a computer.


Other activities a student could use a switch to control:

• running the audio in a listening centre/guided reading (ELA)
• accompaniment (music)
• running announcements, shredder (office)
• in charge of lights, electric pencil sharpener (classroom)
• appliances such as toaster, microwave, hotplate, blender (hot lunch program)
• timer/ score keeper (P.E/ sport events)