Practical teaching activities

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

1. Review switches and switch-related resources available in school

Over time schools can acquire a wide range of switches and switch-related resources. Conduct an audit of what is available and take this opportunity to get rid of the things that are no longer in use or which are no longer appropriate for use. It might well be useful to write down what you have in the form of a Switches Resource List.

2. Developing awareness of cause and effect may take time

Select a pupil in your teaching group who is beginning to understand cause and effect. Identify a range of age appropriate resources that will provide this pupil with varied experiences across the curriculum and prevent boredom for the pupil and staff. Consider both software and low-tech resources.

3. Physical versus cognitive complexity

Many pupils experience difficulties in demonstrating their understanding and ability to learn as a result of their physical disabilities. Once an effective method of access is identified, they can overcome these difficulties. Identify a pupil for whom an access method has been agreed and evaluate its effectiveness with a range of curriculum activities. Review the activities accessed by the pupil in terms of the cognitive complexity of the activities and in relation to the success of their switching skills.

4. Single-switch versus two-switch scanning

The identification of one switch position for a pupil with complex physical disabilities is often challenging. For a pupil who may benefit initially from a two-switch access method, the location and use of a second switch requires consideration of a range of issues. Profile a pupil for whom these issues may be appropriate and discuss the advantages and limitations of both methods.

5. Positioning of pupil and resources

Good positioning can make an enormous difference on the effectiveness of switching for a pupil. Identify a pupil and review his / her positioning and the positioning of switches and associated resources with a view to ensuring that it is facilitating effective switch use. Find a way of recording the optimum position of the pupil, the switch and associated resources so that everybody involved in working with the pupil is aware of its importance and can make sure that the positions identified are adhered to.

6. Switch activities to develop a pupil’s understanding beyond cause and effect

Identify a pupil in your school who is consistently demonstrating understanding of cause and effect in a range of contexts. Use the continuum of switching skills to identify appropriate activities to move them on.

7. Accessing literacy for pupils through the use of early communication technology

Implement appropriate switch-activated resources to enable access to literacy for pupils with severe and complex needs.

8. Using low / light-tech resources to assist the development of switching skills

Low / light-tech resources can be used in a number of ways to enable differentiation of the curriculum and to develop switching skills. These resources may include communication boards and books, battery and mains-powered devices, and light-tech communication aids. Discuss the use of these resources to assist the development of skills and access to the curriculum for a pupil with severe and complex needs.

9. Use a framework program to design an activity to develop scanning skills

There are a number of framework programmes available that can be used to design activities to develop scanning skills including: * Switch Clicker (various versions)

* Inclusive Writer
* Writing With Symbols 2000
* IntelliPics
* ChooseIt! Maker

Using one of these programs design an age-appropriate activity to develop the scanning skills of a pupil with severe and complex needs.

10. Recording for the switch user

There are a number of programs that can be used to provide a switch user with the means of recording independently including:

* Switch Clicker (various versions)
* S.A.W.
* Discover Switch
* Hands Off!
* Writing With Symbols 2000
* Inclusive Writer

Identify an appropriate program for a pupil’s use and implement appropriate strategies to maximize the pupil’s rate of text production.

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