 Example 3a
Jane and Freddy both enjoy playing with
remote-controlled cars. As a joint activity, their teacher sets up a racetrack
on the table top between them. Jane and Freddy then enjoy racing their
bump-and-go cars around the track. They each have their cars attached to a
switch latch / timer unit set to timed mode. On each switch press the car will
run for 30 seconds. They each have to press the switch repeatedly in order to
continue to operate the cars.
Key skills and equipment
The key skill is:
- the use of switches with battery-powered devices
The key equipment is:
- switch latch / timer units
- appropriate switches and mountings
- battery adaptors
- remote-controlled cars
Using a switch with mains-powered electrical
devices
For a pupil with physical disabilities, being
able to use a switch to control electrical appliances may give them access to
more meaningful activities whilst encouraging their participation in everyday
activities. The
success in using electrical appliances depends on them being used within a
context, e.g. being able to turn the light on when entering a room. The use of
electrical appliances could vary from developing an awareness of their
environment to the user having control over everyday activities. The aim in the
first instance is for the reward to be sufficiently motivating to encourage the
pupil to repeat the switch press. Then moving on to operate the device at the
right time can be developed.
To use electrical appliances with a switch a
mains control unit is required. A range of units are available; the common
units are listed in Appendix 4. See Connecting Switches on page 32 for
information on how to use switches with a mains control unit.
Activity ideas
- participating in cookery sessions by operating a food
mixer
- operating a hairdryer to dry their hair after swimming /
hydro pool
- making drinks for peers using a juicer (a trip to the
shops to choose the fruit can be part of the activity)
- operate a foot spa to give them, or their peers, a
soothing foot massage
- a fan and light both plugged into the control unit via a
double plug adaptor, to create a ‘mini’ sensory room experience
– having streamers which shine in the light and blow in the air from the
fan, can increase the experience
Electrical appliances that can be used with
these units include:
Foot spa, Christmas lights, Portable lamp,
Disco lights
Toaster Portable, electric fan, Tape recorder, Hairdryer
Kettle, Juicer / Ice-cream machine, Microwave oven, Popcorn Maker
Note: Be sure to check that the power
rating (wattage) of the mains control unit is greater than the sum of the power
ratings of all the appliances connected at one time, to ensure safety.
Example 3b
Alex’s class makes milkshakes to sell in
the school tuck shop each week. Alex has been practising his switching skills
in a number of different ways throughout the school day, but this is by far his
favourite activity. By using his switch in this way, Alex has the opportunity
to repeatedly use the switch, but for someone else’s milkshake each time.
This keeps Alex’s motivation up to a maximum level, and engages him in a
class activity. The other pupils need him to be involved!
Key skills and equipment
The key skill for the above example is:
- the use of switches with mains-powered devices
The key equipment is:
- mains control unit
- appropriate switch
- appropriate mounting system
- blender
Using a switch with light-tech communication
devices
Successful communication enables pupils to have
control. However, in order to achieve this, the pupil must have both a method
of communication and an environment that is conducive to the activity. The
communication aid cannot only assist in enabling a pupil to communicate a
message but can also provide the motivation to do so.
 Communication devices that can
be used with a switch to deliver a single message include the BIGmack, One Step
Communicator, Talking Buddy, and Adaptivation Chipper. All these devices have a
built-in switch but an external switch can be connected if required. For
example a pupil who activates a switch mounted by his head can have their
switch connected to the device to ensure easy and reliable access.
To encourage a pupil to develop an awareness of
the environment, the communication device can be a particularly effective
resource.
The following messages offer the pupil the
opportunity to control others – a very motivating activity! This can then
be extended to encourage the pupil to make choices by selecting to whom the
instruction should be directed, e.g. by eye-pointing to someone.
“Tickle me” – “Blow a
raspberry” – “Pull a funny face” – “Jump up and
down”
This can be incorporated into a group activity
whereby pupils are controlling their peers. It can also be used to introduce
switches to pupils in order to enable environmental control. The motivation to
control another person is far greater than any distraction a switch may cause,
encouraging them to become aware of the potential of a switch as a method of
communication.
Other activities encouraging understanding of
cause and effect using the communication aid include attaching it, via the
cable connection, to a battery-powered toy, e.g. car, doll or animal, and
inserting a message such as:
“Neenahneenah” – “I’m
going to walk off the table” – “ROARRR” – “Knock
the bricks down”
Alternatively, it can be connected through a
mains control unit to a fan, foot spa or food mixer, and incorporating messages
such as:
“I’m hot – cool me down”
– “Wash my feet” – “Feed me!”
Example 3c
Pete was moving from the spectator to
participant stage of switch use. His family noted that he was more motivated
controlling people than he was controlling items. The team working with Pete
had established a position by his knee to fix switches. Various messages to
control the actions of others were put into a single message light-tech
communication device. This gave Pete the opportunity to develop his concept of
cause and effect.
Key skills and equipment
The key skill is:
- the use of simple light-tech communication devices with
switches for early learning activities
The key equipment is:
- single message light-tech communication device (e.g.
BIGmack)
- mounting system, medium contact switch
 Making things happen on the
computer
By connecting a single switch to the computer
and using suitable software, pupils can develop their cause-and-effect skills
with a variety of motivating images. There is a range of cause-and-effect
software available that has set content and can be matched to the pupils’
interests and curriculum areas. Alternatively there is ‘framework’
software that allows you to use your own images and sounds to create specific
cause-and-effect activities for a curriculum area or to match a pupil’s
individual interests.
Appropriate content-rich and framework software
for cause and effect is listed in Appendix 1. To connect switches to the
computer an interface box is required. See Connecting switches on page 32 for
more information.
Example 3d
Andrew has been using single-switch
cause-and-effect software activities on the computer for a number of years. He
is now in his early teens and his team is concerned that he is bored with
these. However, Andrew still needs activities at this level. The use of
framework software programs allows the team to develop activities, which are of
an appropriate interest level for him. Andrew uses a contact switch placed on
an angled wedge on his tray. The switch is attached to the computer using a
SwitchBoard. Key skills and equipment
Key skills and equipment
The key skills for the above example are:
- connecting switches to a computer
- the use of framework software to create appropriate
activities for use at the spectator and early participant stages
The key equipment is:
- appropriate switch and switch mounting
- switch interface
- framework switch software, e.g. SwitchIt! Maker
   
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