Practical teaching activities

Please choose and complete one or more of the following activities:

1. Using a multi-sensory environment to promote interaction

Identify key factors in a successful multi-sensory environment. (You might consider factors to do with the pupil, the curriculum, with the technologies and how they are arranged, the way observations are recorded and how you will communicate your results to other staff.)

If the pupil can operate a switch, set up one item of equipment in a multi-sensory environment to be operated by a mains switching device connected to the pupil's switch.

2. Advantages and disadvantages of using a dark room with UV-A lighting

Discuss the issues you would take into account before using a dark room with UV-A (‘black’) lighting. Note what steps you would take to follow up these issues. Assuming that you went ahead with using this lighting and dark room, discuss areas of the curriculum you would address and how you would go about this.

3. Broadening out versus moving up a step

Describe five activities that make use of switches to control battery-powered toys and electrical appliances (at least two for each of toys and appliances). Discuss how you would compensate for visual and hearing impairment in each activity. You may wish to consider specific effects of each sensory impairment on each activity.

4. Using a BIGmack or other talking switch device

BIGmacks and most other talking switch devices come with a shiny plastic surface. How might this appear to a pupil with severe visual impairment and cognitive difficulties. Describe how you might adapt the BIGmack so that its message can be associated more effectively in the pupil’s mind with what it refers to (e.g. consider low-tech strategies such as objects of reference / signifiers).

5. Visual stimulation using computers

Discuss the pros and cons of using computers to improve functional visual skills, as opposed to more traditional low-tech methods. Compare how well two programs designed for visual stimulation address each of these functional vision skills. Set up one activity for different access options (e.g. single switch). Describe how you would incorporate the results of computer visual skills sessions into at least one area of the pupil’s curriculum.

6. Touch screens to access software

Calibrate a touch screen (i.e. Touch monitor of Touch Screen add-on window). Choose one program (which may include one or more activities) to be operated by the touch screen. Open up the ‘Settings’ panel (possibly in the Control Panel) and describe the settings that can be changed. Discuss the advantages and disadvantages of using touch screens with pupils who have multiple impairments.

7. SwitchIt! Maker

With pictures from a digital camera or clip art, design a simple cause-and-effect activity using SwitchIt! Maker. Discuss what factors you would take into account so that the image could be accessed by a number of your pupils. Describe other activities you might introduce using this approach.

8. Voice output devices in the curriculum

Choose two areas of the curriculum and devise classroom activities using a simple voice output device (e.g. turn-taking in group activities using a One Step Communicator).

9. Scanning and visual impairment

Describe how you would investigate whether visual scanning is an appropriate access method for a pupil who is able to use a switch.

10. On-screen grids

Use grid-making software to produce an on-screen grid which incorporates sound and images.

Appendix 1 - Key resources

Level 1. Pre-intentional: Reflexive

Level 2. Pre-Intentional: Reactive

Level 3. Pre-Intentional: Proactive

Level 4 Pre-Intentional: Primitive

Level 5 Pre-Intentional: Conventional

Level 6 Intentional: Relational

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