|
A Mains Switcher extends the range of things which can be controlled through switch access. It allows for control of everyday equipment in the pupil’s surroundings, so that the learner is not limited to activating the same few battery operated toys all the time. Items such as fan, radio, lamp, television, foot jacuzzi, mini-Hoover, hair dryer (on cold or on low heat) etc. may be used (and, using an adapter, may be combined together) as well as the more usual cassette recorder. Examples of mains switchers include include the QED 2000 Mains Switcher, the AbleNet PowerLink 2, and the TFH Yellow Box.
Many pupils prefer operating ‘real things’ rather than toys. This can be particularly applicable to older children and/or children who are strongly intrinsically motivated to attain independent control (rather than to ‘entertain themselves’ or to win approval from adults, for example). It can be a valuable way of transferring practice of switch operation into the home and letting the child participate in a natural and interactive way in daily activities (e.g. “Switch the radio on now, please, Johnny”).
Visually impaired children in particular can be more stimulated by lights, fans etc. as these can be arranged to give a greater direct effect (e.g. directly on the face) than toys, especially if toys used are small, move fast, or are positioned on the floor or out of visual range.
As well as giving access to a wider range of devices for control, a Mains Switcher may have extra features which can be valuable:
- Momentary setting, in which the device is activated for as long as the child operates the switch, can be especially helpful when the child is just learning about cause and effect
- Timed setting, in which the length of time the device is activated is pre-set, is helpful if because of physical impairment the child finds it difficult to maintain contact with a switch
- Latched setting, in which the device is activated with the first switch operation and de-activated with the second like a light switch; this is useful where the child understands about cause and effect and may want to engage in an activity for a length of time and to end it when he or she prefers
The combination of all these features can enhance both learning and task motivation.
|
