Adapted Switches

Acts as interfaces between technology and individuals with disabilities, customizing the switch functionality to accommodate the specific needs of each user.

AT Category: Sensory
- Communication
- Tactile
- Vision
- Instruction
AT Category: Academic
- Access
AT Category: Access
- Electronic

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.
Speech-Language Pathologist (SLP): An SLP is a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a speech impairment (SI) and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the special education service of speech therapy. An SLP may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Speech therapy in schools most often addresses communication skills in the areas of articulation, language, and fluency. SLP services can be provided 1:1, in a small group setting, or may involve the SLP providing inclusive support in a general education classroom. The SLP may be a member of the LEA assistive technology (AT) team.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Visual discrimination
Tactile discrimination
Fine motor skills, limited mobility

Implementation Context In what activities, classes, or environments will the student utilize this tool?

Adapted switches can be connected to a wide range of devices, including computers, communication aids, environmental control systems, and toys. They allow users with limited mobility or dexterity to access and control these devices independently, enabling them to participate more fully in activities at home, school, work, and in the community.

Examples of adapted switches include:

Pressure switches: Activated by applying pressure to the switch surface
Lever switches: Activated by pushing, pulling, or pressing a lever
Button switches: Activated by pressing a button
Proximity switches: Activated by moving a body part close to the switch without actually making contact
Sip-and-puff switches: Activated by inhaling or exhaling into a tube
Eye gaze switches: Activated by tracking eye movements

Here are some ways adapted switches can be used:

Access to educational materials: Adapted switches can enable students to interact with computers, tablets, or communication devices, allowing them to access educational software, digital textbooks, and online resources. This facilitates their participation in various learning activities alongside their peers.
Communication: For students with speech or language impairments, adapted switches can serve as communication aids. These switches can be programmed with symbols, words, or phrases, empowering students to express themselves and engage in conversations with teachers and classmates.
Independence and autonomy: Adapted switches promote independence and autonomy by enabling students to control their environment. Whether it's turning on lights, operating appliances, or navigating wheelchair controls, these switches empower students to perform daily tasks with greater ease and independence.
Engagement in classroom activities: Adapted switches facilitate active participation in classroom activities, including interactive lessons, group discussions, and collaborative projects. By providing alternative means of interaction, these switches ensure that all students, regardless of their abilities, can fully engage in the learning process.
Customization and personalization: These switches can be further customized with features such as different sizes, shapes, colors, and sensitivity levels to better meet the user's needs and preferences. Additionally, adapted switches can often be integrated with other assistive technologies, such as switch interfaces and software, to further enhance their functionality and compatibility with different devices and applications. Educators, along with assistive technology specialists and therapists, can collaborate to design switch setups that best suit individual students' abilities and learning goals.