Switch-activated Tools

Button or tool that can be used as an alternative way to activate a device. Adaptive switches are versatile instruments that serve to regulate various devices, spanning communication aids, computers, environmental controls, and mobile devices. Equipped with the appropriate switch, individuals can effortlessly engage with technology for communication, environmental management, and daily activities.

AT Category: Academic
- Fine Arts
AT Category: Access
- Communication
- Environmental
- Technology

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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Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability 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 service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
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.
Recreational Therapist (RT): An RT is a healthcare professional who utilizes recreational activities, leisure pursuits, and therapeutic interventions to improve the physical, cognitive, emotional, and social well-being of individuals with disabilities, injuries, illnesses, or other health conditions. RTs in Texas adhere to state guidelines, which may include licensure requirements, scope of practice regulations, and ethical standards, ensuring the delivery of effective and ethical care to their students.
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.

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

Experiencing art and drawing, painting, sketching, and creating art pieces

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

Switches allow individuals with significant cognitive disabilities and physical disabilities, who lack fine motor control, use devices or toys which may be battery operated through an alternative mode more independently. These tools typically involve a switch mechanism that users can activate through various means, such as pressing, squeezing, or using body movements. Once activated, the switch sends a signal to the device, triggering a specific action or function.

A few examples of switch-activated tools include, but are not limited to:

Switch-adapted toys: Toys that have been modified to work with switches, allowing individuals with limited mobility to play and interact with them.
Computer access devices: Switches can be used to control computers, tablets, or smartphones, enabling users to navigate menus, type, or access software programs.
Environmental control devices: Switches can be connected to devices such as lights, fans, or appliances, allowing users to control their environment independently.
Communication aids: Switch-activated communication devices enable individuals with speech impairments to express themselves by selecting pre-programmed messages or typing using switches.