Scenario 5 – Intentional: Conventional

By this stage and possibly earlier, switches begin to offer not only cause-and-effect opportunities but also the chance to improve the pupil’s timing of switch activation. This in turn opens up a range of opportunities, but it does mean that the software needed to address this more complex skill needs to be chosen with timing in mind, rather than simply extending cause-and-effect understanding.

Using a computer with a touch screen (Touch Monitor or add-on window clipped to a normal monitor) is an option that becomes more consistent and viable to a pupil whose functional communication is at this level, although some success may be obtained when using it with pupils within level 3.

Example 5a – From cause-and-effect to switch timing

For switch users, focus moves away from cause-and-effect using computers more towards improving timing. This stage requires motor skills to operate the switch as well as cognitive skills to understand the task, as the pupil has to wait until the right time before pressing the switch.

Note: because different software, and even different activities within the same software, may operate in different ways, care needs to be taken so as not to make the task of accessing the computer cognitively more complex than the pupil can cope with. It can be helpful to introduce a recording system that all staff can use. This way any advantages of particular software can be noted and communicated to other staff.

Key skills and equipment

The key skills for the above example are the ability to:

• relate functional activities to two-dimensional representations on screen
• focus on switch timing as opposed to just cause-and-effect
• choose software with consistency of interface to reduce confusion

The key equipment is:

• PC, switch, switch interface
• SwitchIt! Series of software with emphasis on timing use of switch
• functional activities represented in software images

Example 5b – Introducing ‘hot spots’

As we have seen, pupils who cannot access a keyboard, mouse, touch screen or joystick may be able to use a single switch or more than one switch. A number of strategies are then available to allow the pupil to choose what the switch will activate on screen. The simplest is for the teacher to move the mouse pointer between items on screen. Then, when the pupil presses the switch the computer accepts the switch press as a mouse click. Lots of interesting turn-taking opportunities are afforded by this partnership between pupil and helper. Through this means the pupil’s timing can be improved. However, choice remains with the teacher / helper.

Hot spots introduce a greater degree of independence. Items are pre-selected and the mouse pointer automatically moves, or scans, between hot spots. An item ‘under’ the hot spot is then selected by activating the switch.

Key skills and equipment

The key skills for the above example are the ability to:

• introduce turn-taking with the mouse pointer under your control and a switch controlled by the pupil
• focus on switch timing as well as choice making
• choose well contrasted images against an uncluttered background

The key equipment is:

• PC, switch, switch interface
• Edmark Thinking Things 1 or equivalent ‘point and click’ software

Example 5c – Making your own scanning activities

A few programs allow you to design your own hot spots. This can be a demanding process, so one option is to begin by using a simple program with relatively few features. ChooseIt! Maker is a simple editing program for building choice-making activities for switch users. You can add personalized pictures, symbols, and sounds including speech, and present them on-screen for switch users to scan through before selecting.

Key skills and equipment

The key skills for the above example are the ability to:

• produce images (pictures, symbol, line drawing etc.) using ChooseIt! Maker
• set up two hot spots

The key equipment is:

• PC, switch, switch interface
• ChooseIt! Maker software

Example 5d – Sales presentations in the classroom

Another effective method for creating images, sounds, special effects and setting up hot spots is to use PowerPoint. This application is better known as a business tool used for presenting reports, lectures and sales pitches. A number of schools have used PowerPoint to produce talking book templates (see Scenario 6).

Key skills and equipment

The key skills for the above example are the ability to:

• follow tutorial for PowerPoint.
• produce a PowerPoint presentation with two hot spots activated by switch, mouse click or touch screen.

The key equipment is:

• PC, switch, interface, or touch screen
• PowerPoint software

Example 5e – Talking books

A number of talking books are available on CD-ROM. They allow pupils to explore images on screen, clicking on hot spots for various actions (using a mouse or switch with switch interface). Although the story lines and images used in many of the commercially available talking books may be too complex, less complex books or pages from books may be suitable e.g. Sherston Software’s Oxford Reading Tree series.

Key skills and equipment

The key skills for the above example are the ability to:

• load Talking Book CD-ROM
• set up switch and interface; take turns with the pupil

The key equipment is:

• ORT Talking Book or equivalent
• switch with interface, PC

Example 5f – IntelliTools – IntelliKeys or equivalent overlay keyboard

IntelliTools have a family of products for use with their IntelliKeys overlay keyboard (which includes two switch sockets). Access to such a keyboard may be provided to pupils with impaired vision, using tactile images, possibly incorporating real objects or parts of objects, such as objects of reference, Thermoform representations, Moon characters, pictures etc. Overlay activities may be designed using a combination of IntelliPics, Overlay Maker or ClickIt!.

Key skills and equipment

The key skills for the above example are the ability to:

• create and edit overlay grids
• manufacture keyboard overlays incorporating tactile images

The key equipment is:

• IntelliKeys or equivalent such as Discover: Board
• IntelliPics, Overlay Maker, ClickIt! or equivalent overlay-making software

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