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SWITCHES & TOYS
Child Interests and Abilities
Determining how and when a child can use a
switch requires input from all who interact with the child
throughout his/her day: the child, family members, caregivers,
educators, and other relevant IFSP team members. It is in
working together to determine the purpose of the switch
use that “useable” technology solutions are
discovered.
A child’s physical, sensory and cognitive
abilities impact on the selection of the switch and where
it is positioned. Look for the child’s voluntary movement,
one that is consistent and that can be controlled. It can
be large or small, weak or strong. His/her movement patterns
should be observed. The movement should be reliable in that
it can be intentionally repeated; a reflexive pattern is
not a good choice. Ideally, the child should be able to
initiate a movement to activate a switch and be able to
sustain and/or release contact with the switch.
The abilities and positioning options of a
child are matched with specific features of a switch. For
example, a child with a reliable “pulling” motion
may be successful using a pull-switch requiring that movement.
There may be several switches used during the day as the
child’s position and participatory interests change.
If the child is able to use his fingers or
hands, start with these as their interaction with a switch
and the resulting response will all be within a contained
visual field. However, since switches are designed to work
with any body part, look for the movement that requires
the least expenditure of energy and the one the child prefers.
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