The Theory and Practice of the development of
Switch Skills
in Individuals Experiencing Significant Learning Difficulties.
This course is concerned with the development of good practice in the development and use of switches as a means of control for Individuals Experiencing Significant Learning Difficulties. As this topic is extensive, the course is in THREE (3) parts; Day One, Day Two and Day Three. Each Day may be attended separately on different occasions by staff. However, it should be noted that, as each course builds on the information covered in the preceding training, it would be unwise to attend a latter course without attending the former!
Switch Skills One: Single Switch, Cognition and Control. (details below this page)
Switch Skills Two: Two Switches, Scanning and PowerPoint. (Select for details)
Switch Skills Three: Practical Exercises.
Switch Skills One: Single Switch, Cognition and Control. (details below this page)
Switch Skills Two: Two Switches, Scanning and PowerPoint. (Select for details)
Switch Skills Three: Practical Exercises.
Switch Skills One
Awareness and Control
The Switch Skills One course begins with Learners who may have never encountered a switch and, as a result of their cognitive condition, have little (if any) awareness of what it (and they) can do. The Switch Skills One Course develops an awareness of the issues surrounding good practice in the improvement of cognition and control through the use of a single switch. There are no Learner prerequisites (the vast majority of Learners will be able to activate one type of switch or another to effect control over some aspect of their world; it does not necessarily have to involve the physical ability to move one's arms and hands).
As the Switch One Course proceeds, a set of objectives are suggested that participants may adopt, adapt or dismiss as appropriate to their Learners. These Objectives continue to build throughout the Switch Two Course (see above for link to details).
As the Switch One Course proceeds, a set of objectives are suggested that participants may adopt, adapt or dismiss as appropriate to their Learners. These Objectives continue to build throughout the Switch Two Course (see above for link to details).
Description of course
The Switch One Course: Cognition and Control outlines pathways that may be taken to assist an individual Learner from no switch awareness to using switches for access to:
- choice;
- communication;
- contingency awareness;
- control;
- the curriculum.
A wide variety of switches are utilised and various techniques are explained on this journey from pre-intentionality to intentionality.
The Switch One Course details the switch rules: a guide to good practice when using switches with any Learner especially those experiencing severe or profound learning difficulties.
Some hands-on experience is provided throughout the course. The course involves a lot of equipment (it takes around two hours to set up!) with which participants can freely interact. The course develops a set of switch objectives for a generic population as it progresses through the day which continues development into the Switch Two Course. While there is no requirement for a participant to follow up Switch One with the Switch Two course at some point, it is recommended for those working with Learners with a need for scanning as an access method. The Switch Three Course ties it all together with set practical problem exercises that participants are tasked to solve in small groups.
The following areas of practice are covered on the Switch One Course in some depth:
- The Switch and switch accessory range;
- Guiding Principles of switch use;
- Problems and Problem solving;
- Contingency Awareness.
Course Handout: Please note, to conserve paper and be a little greener, there is no course hand-out as such. However, the entire Switch One Course PowerPoint presentation is available as a download free of charge (see below in blue for link to page). Furthermore, additional downloads are available to those attending the course.
Download Course Presentation: Please Note that the course presentation will not perform as the presentation on the actual course although it is exactly the same. This is because the links to videos, sounds, and other, external, smaller presentations will not function (as these are contained on the Talksense computer). However, the download will provide all the details from the presentation such that few notes will have to be taken. Note: Those attending the course will be eligible for additional materials. The Switch One PowerPoint Presentation may be downloaded from the the appropriate section (near to the bottom of the page) of Switch Skills Page of this website: Here.
Course Outline
Participants should aim to arrive between 8:30 and 9:30 for registration and tea/coffee. The course will commence at 9:30 prompt and the presenter will not delay for late comers. Times below are an approximate guide to the day and may vary considerably. Where the course is closed to outsiders, times may be decided by the booking agency.
At the close of the course (typically at around 3:30 pm - 4:00pm), participants may leave or stay for further tuition depending on the requirements of the venue and at the discretion of the course tutor. Additional materials, assistance and support may be given to course attendees by e-mail in the weeks following the course as necessary.
The course describes and details the development of switch awareness and control. It covers the areas (detailed in the sections above) utilising a wide variety of strategies for use in a Special Needs environment. Course participants will be guided through many of the techniques involved in the development of awareness and control via the use of switches. By the close of the course (at approximately 3:30-4:00 pm), participants should have some good ideas how to improve practice with the use of switches in their environment.
Areas Covered include:
After the course closes, there may be time for further study (depending on the requirements of the venue and at the discretion of the course tutor) for those that wish to remain. However, this will be purely voluntary and all course attendees are free to leave at the official close of course.
At the close of the course (typically at around 3:30 pm - 4:00pm), participants may leave or stay for further tuition depending on the requirements of the venue and at the discretion of the course tutor. Additional materials, assistance and support may be given to course attendees by e-mail in the weeks following the course as necessary.
The course describes and details the development of switch awareness and control. It covers the areas (detailed in the sections above) utilising a wide variety of strategies for use in a Special Needs environment. Course participants will be guided through many of the techniques involved in the development of awareness and control via the use of switches. By the close of the course (at approximately 3:30-4:00 pm), participants should have some good ideas how to improve practice with the use of switches in their environment.
Areas Covered include:
- Possibilities and Potential;
- Companies providing switch based equipment;
- Types of switch;
- Specialist switch equipment and interfaces;
- Switching everyday items in specialist style; adaptation for switch use.
- The switch rules;
- Fly-Swatting;
- The Goal is Control;
- Developing Awareness;
- B.E.S.T. (Best Ever Stimulating Things);
- Limiting Factors;
- Accessibility;
- Dealing with Learner switch issues and problems;
- Contingency Awareness: Cause and Effect;
After the course closes, there may be time for further study (depending on the requirements of the venue and at the discretion of the course tutor) for those that wish to remain. However, this will be purely voluntary and all course attendees are free to leave at the official close of course.
Course Objectives
Course Participants will be able to …
- adapt everyday items for switch use;
- demonstrate an increased awareness of the variant forms of switches available;
- work with specialist equipment;
- time switches;
- state the switch rules;
- state what is meant by Fly-Swatting and be able to plan for action to eliminate its likelihood;
- demonstrate an increased awareness of the concept of Learner Control & its implication for the classroom;
- state what is meant by BEST and its practical application to switch use;
- deal with individual switch problems;
- develop rationales the assessment of cause and effect.
What level of ability does the course address?
Any potential switch user with any level of Physical Disability and or Learning Difficulty.
The Switch One Course begins by addressing the needs Learners experiencing the most Significant Learning Difficulties and develops through the day to provide participants with an awareness of good practice in this challenging area of provision.
This course is suitable for those working with children or adults.
It can be tailored to specific client groups.
Attendee skill level
People attending this course need not have any previous experience of working with switches.
Experience with working with learning difficulties is useful but also not essential.
Requirements
There are no special requirements for those wishing to attend this course apart from an open mind and a little creative thinking!
Screenshots from the switching presentation: Click to enlarge
Quotes from those attending the previous switching course:
"I thought I knew a lot about switching until I went on this course" (A.H. Herts)
"One of the best courses I have ever attended." (J.M. Scotland)
"I left with my head buzzing with Ideas." (S.C. Birmingham)
"Good fun. He knew his stuff." (D.W. Peterborough)
"I think my whole school should attend this course." (J.H. Southampton)
"I think that my classroom practice will improve as a result of the course." (A.N. Manchester)
"Brilliant!" (D.B. Nottingham)
"One of the best courses I have ever attended." (J.M. Scotland)
"I left with my head buzzing with Ideas." (S.C. Birmingham)
"Good fun. He knew his stuff." (D.W. Peterborough)
"I think my whole school should attend this course." (J.H. Southampton)
"I think that my classroom practice will improve as a result of the course." (A.N. Manchester)
"Brilliant!" (D.B. Nottingham)
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