What is a switch?
A switch is a device that enables an individual experiencing a learning difficulty and/or a physical disability to operate some part of a mains or battery-powered system through a single action.
The most common switch in use in special education is probably the Jelly Bean format originally designed and produced by AbleNet. These now come in a range of four interchangeable colours (the switch top unscrews to allow it to be chaned for one of a different colour). The AbleNet switches come in three sizes small (Spec Switch), medium (Jelly Bean) and large (BIGred).
Typically the switch comprises:
- a coloured switch top (Red, blue, green or yellow for the Jelly bean range)
- that is attached to a black flanged base. The flange has three circular holes to allow the switch to be attached to a mounting system. Not all circular switches have a flange.
- a transparent switch cap whose purpose is to hold (and protect) an identifying symbol to the switch top.
The switch top is sprung so that it can travel up and down slightly to allow the operation of an internal microswitch when the surface is pressed. However, not all switches look or work in this manner. There is a plethora of styles designed to suit a wide variety of needs. (From Talksense)
The most common switch in use in special education is probably the Jelly Bean format originally designed and produced by AbleNet. These now come in a range of four interchangeable colours (the switch top unscrews to allow it to be chaned for one of a different colour). The AbleNet switches come in three sizes small (Spec Switch), medium (Jelly Bean) and large (BIGred).
Typically the switch comprises:
- a coloured switch top (Red, blue, green or yellow for the Jelly bean range)
- that is attached to a black flanged base. The flange has three circular holes to allow the switch to be attached to a mounting system. Not all circular switches have a flange.
- a transparent switch cap whose purpose is to hold (and protect) an identifying symbol to the switch top.
The switch top is sprung so that it can travel up and down slightly to allow the operation of an internal microswitch when the surface is pressed. However, not all switches look or work in this manner. There is a plethora of styles designed to suit a wide variety of needs. (From Talksense)
Why Switches?For some learners a switch creates an opportunity to shape their environment by providing an interface with the external world. A switch simplifies the operational process involved in controlling a "something" which may otherwise be difficult to control for reasons involving cognitive processing or physical access.
A switch allows a learner to play and interact with toys, music, books and and can be mounted to provide a stable, fixed point of access with which a learner may work. |
Ways that switches are used
Some ways that switches are used:
- Communication - Some students who use an electronic communication device also depend on an adaptive switch to operate the device. In some cases the switch is used to scan through message options. Other students may use switches that are recordable with single and multiple messages. Most communication devices are switch accessible if a student is unable to access the device directly.
- Computer Access - An adaptive switch interface is needed to connect the switch to the computer. Students who are unable use keyboard or mouse devices may need to use an adaptive switch for computer input. This may be for a simple cause and effect type of program access or students may use a scanning method for entering text and commands.
- Inclusion in Educational and Leisure Activities - Adaptive switches can be used to enable students with physical disabilities to actively participate in activities where they otherwise would be passive observers. For example, a switch operated game spinner permits all students to participate in many board games. Furthermore, when combined with an AC control unit, adaptive switches can provide access to small appliances in the home economics class, science lab or shop.
- Accessing Toys - Play is a critical component of childhood. Children with disabilities may have difficulty interacting with objects and people due to the barriers that their disabilities present. Because these young children may be restricted in the ways they play, communicate, and move, innovative ideas must be found that promote new ways of playing and participating in daily activities. Assistive Technology (AT) has been used to provide new opportunities for children with disabilities to interact with and control their environment. One way we have found is to connect an adapter and a switch to a simple battery-operated toy --this provides a way for a child to make the toy go independently. It can also help the child to participate in playing with other kids, their brothers and their sisters. (from ATClassroomblogspot)
Purposeful use
“and you are doing that because? …” (Karen Erickson)
All staff should be able to explain why a particular Learner is using a switch to make a dog walk and bark (for example). Staff should be able to state the objective, the target, and the future goal. There is a point to working with the yapping dog and it is not to teach the Learner that dogs bark. The point is (normally) one of understanding cause and effect or developing switch access skills. Once mastered, the Learner should be moving forward (not laterally onto the meowing cat) and not stagnating forever on switching on a toy when it stops. (From Talksense) |
Types of Switches & accessories
Ablenet Comparison Chart
ablenet-access-comparison-chart.pdf | |
File Size: | 1836 kb |
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