Introduction

For many pupils with severe and complex needs, the use of a switch or switches offers the most versatile and effective means of accessing the curriculum.

For those pupils with severe physical impairments who cannot use a keyboard, mouse or voice, switches may offer a means of access, that will allow the pupil to exercise control independently. Pupils who find direct access too fatiguing or slow, or whose lack of accuracy results in many mistakes, may find that switches offer a more effective and efficient means of access to technology.

For highly distractible pupils and those with learning disabilities, switch use may offer a more appropriate means of access – a small number of items can be presented one at a time for selection with a switch; this can be simpler than making a choice from several items with a keyboard.

Once effective use of switches is established, a pupil can use these skills to access:

• environmental control systems – systems that enable a person to control their environment e.g. turn the television on, close the curtains, turn on the lights
• alternative and augmentative communication systems
• computer systems allowing access to curriculum software, the acquisition and development of literacy, and independent recording
• leisure opportunities
• mobility – electrical wheelchairs can be controlled through switches

In this Unit, the scenarios represent progressive stages in the development of switching skills. Each scenario contains several examples of pupils using switches at that particular stage of switch use.

Expected outcomes

By the end of this Unit, participants will have…

• developed a greater understanding of why some pupils may need to use switches
• acquired a greater understanding of the development of switching skills for an individual pupil
• learned how to use switches with a range of equipment including battery-powered devices, electrical appliances, simple communication devices and computer
• explored the ways in which pupils can use switches to effect change on the environment (cause and effect)
• explored the use of switches and appropriate software to create participant resources to support communication, literacy and recording
• gained an understanding of the importance of working as part of a team to ensure the development of effective switching skills
• developed skills in recording accurately how individual pupils are using technology and the importance of sharing this information with other professionals

Key skills covered in this Unit

The identification of an appropriate switch and switch position for a pupil

To implement a process to facilitate the identification of an appropriate switch, position of switch and switch mounting for a pupil, and to ensure the pupil and resources are positioned appropriately for effective use.

See Scenario 1, Examples 1a, 1b, and 1c

The use of switches with battery-powered devices

Be able to adapt a battery-powered device to use with a switch. Use battery-powered devices with a timing unit (e.g. switch latch timer) to allow a pupil to participate in meaningful activities.

See Scenario 2, Example 2a
Scenario 3, Example 3a

The use of switches with mains-powered devices

Use a switch with a mains control unit to allow a pupil to participate in a meaningful activity.

See Scenario 2, Examples 2a and 2b
Scenario 3, Example 3b

Connecting switches to a computer

Plug switches into your computer. Understand that an interface always has to be used to connect switches to a computer and that it is often necessary to select the correct settings within the switch software to make the switches work correctly.

See Scenario 2, Example 2a
Scenario 3, Example 3d

The use of light-tech communication devices with switches for early learning activities

Use a light-tech communication device to give a pupil cause-and-effect, turn-taking and timing opportunities.

See Scenario 3, Example 3c
Scenario 5, Example 5b

The use of content-rich software activities for use at the spectator and participant stages

Use content-rich software to develop switching skills from cause-and-effect through build skills, timing skills to simple scanning.

See Scenario 2, Example 2a
Scenario 4, Example 4a
Scenario 5, Example 5a

The use of framework software to create appropriate activities for use at the spectator and early participant stages

Use framework software to create appropriate resources for an individual working at the cause-and-effect and build stages.

See Scenario 3, Example 3d

The use of framework software to develop resources to assist with the development of scanning skills

Use grid-making framework software to create grids with appropriate and motivating resources for a pupil using switches to develop the pupil’s scanning skills.

See Scenario 6, Example 6a
Scenario 7, Examples 7a and 7b

The use of framework software for the development of resources across the curriculum

Use grid-making framework software to create appropriate grids for a pupil using switches to access literacy, communication and curriculum activities.

See Scenario 6, Example 6b
Scenario 7, Examples 7a, 7b, 7c, 7d, and 7e

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