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The question is often asked of myself or our fantastic AT Specialists, “What is the best kind of switch?” The answer will always be the same – “The one that works for that individual!” As we assess the types of switches out there, we need to recognize that all switches are not alike. Even within types of switches, we need to think of them like types of apples. There are different types which people prefer and can be used for different things. Think of it this way, a Granny Smith apple might be good for baking a pie or those of us who like a tart apple. A Red Delicious is sweeter and makes for a great snack. They are both apples, just liked by different people and able to be used in different ways.

In this blog, we are going to focus on the following types of switches: standard, proximity, and wireless. We are going to focus our next blog on specialized switches. Within the category of specialized, we will look at a number of different switches which can be used for specific situations. Any of the switches I am discussing here or next month, I have used and received feedback on from our colleagues in the field. I am going to stay away from discussing homemade switches as the stories around them are dependent upon so many variables. There are also inconsistencies within how they are manufactured that does not always allow for generalizations. Don’t get me wrong, some of them are well designed and work well. However, there is not a solid track record due to not having a set way of manufacturing.

Let’s start with standard switches. When I say standard switches, I am referring to a simple press down switch like an AbleNet Jelly Bean. These are switches that can be used for a number of purposes but do require the user to have enough fine motor skills to press down on them. Since I began with an AbleNet switch, let’s stay with them as a manufacturer. AbleNet has the Jelly Bean, the Buddy Button, the Big Buddy Button, the Big Red, and the Specs IC that operate in the same way. There are differences within each that lend themselves to certain situations. For example, the Jelly Bean can be mounted and is a strong go-to when it comes to a switch that can be used for a number of activities. It’s 2.5-inch surface allows the user to have a nice-sized area with which to connect. If the individual needs a larger area for connection, the Big Red provides a 5-inch surface to assist those individuals who need the larger area. The Buddy Button helps those individuals who need to be able to activate a switch with a lighter touch. For those with moderate to severe upper extremity and motor issues, moving to the Big Buddy Button offers higher levels of access and potential success in activation. The Specs IC, with its 1 and 3/8-inch surface offers a smaller footprint for individuals who need to use a switch and have strong fine motor control.

Pretorian has the Smoothie Switch which is great for those individuals who may only have the ability to touch along a side of the switch for activation. They use the same style for their Simply Works switches as well. If you have an individual who is rough on switches or may have some drooling issues, then the Piko Button would be a likely choice. The water-resistant switch allows that individual to continue to use a switch even if they are getting it wet. Enabling Devices has the Gumball Switch which is good standard type of switch with its 2 ½-inch surface. For those who need something a little smaller, their 11/4-inch compact switch works well and they even include Velcro to use as a mount. For those who need something a little larger, their Jumbo switch fits the bill giving a larger area for contact.

When we look at proximity switches, we want to recognize what they do and how they can be best utilized. The AbleNet Candy Corn is the best known of the proximity switches. It does come in only the big size now. It also has the ability to have both sound and lights on or off to acknowledge activation. I still recommend this switch as a head or cheek switch alternative.  Adaptivation has created the Honey Bee Switch which combines both proximity and touch into a single switch. This is great for OTs who are working on fine motor skills and touch abilities. Another one of my favorites is the Movement Sensor Switch from Enabling Devices. This switch can be adjusted to pick up even the slightest fluctuation of a digit to activate the switch. We wrap up the proximity switch section with one from Pretorian which also is a Bluetooth wireless switch and that is the ToFFEE BT. This switch gives the flexibility of having both proximity features along with being wireless.

When we look at wireless switches, we need to know what we are connecting to as well. For example, when connecting to an iPad, the AbleNet Blue2 stands out as it was the first switch to connect to this device. The current version also has light touch and lights up to show activation. AbleNet also has the Jelly Beamer and the Big Beamer for those situations where you want to move an individual from a Jelly Bean or Big Red which are connected via a wire to a wireless option. The switches look similar, have the same surface area, and allow the user to feel comfortable with the change.

There are other specialized switches which fit into these categories as well. I am going to keep those for next month though as there is a lot to discuss around them as sometimes we need to make sure it is something that can accommodate the needs and strengths of our individuals. There may be some switches which I have not mentioned here as well. That is due to either no experiences with them or less than satisfactory experiences. The switches that are a part of this blog have strong track records and have helped many individuals. As always, if you have any questions, feel free to reach out to me at rheipp@schoolhealth.com.

View this news clip to learn more about the LUCI system from the dynamic founder/team: Preview YouTube video LUCI on CNBC - Shepard Smith 

I hope you found this content informative. If you have a product or topic you believe should be highlighted in the access angle articles, please don’t hesitate to reach out. You can contact me at Gabe Ryan gryan@schoolhealth.com.

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Assistive Technology madness can mean many things. It can be a reference to the March Madness tournament that we see in college basketball or the madness that comes along with knowing what the best device for our individuals may be. Either way, there will be devices that work well and those that cannot rise to the occasion. Knowing about every device is not possible. Also, trying to fit the needs of the individual into devices is the opposite of what might be most effective in supporting them. We need to fit devices into the needs of the individual. That is why you might have heard me say before that the best device is the one that works for that individual.

For the sake of keeping this a blog and not a novel rivaling War and Peace in length, I am going to structure this blog into three general categories, switches/access, AAC, and Reader Pens over the next three writings. I realize that we will be leaving out those devices which assist in daily life activities as well as those which may have more specific purposes. However, I want to address the questions which I am most often asked by our schools and therapists. I am going to begin with Reader Pens in this blog as we strive to improve our literacy skills here in the US.

Reader Pens

You have heard me speak about this before. There are only three manufacturers with whom I am comfortable recommending to anyone for reader pens. Those three manufacturers are C-Pen, Scanmarker, and OrCam. I have not had enough information shared with me or the ability to test things out from other manufacturers to have the same comfort level. Each of these manufacturers has both the research and the field successes to be something that would be worth investing in for your individuals.

When we are looking at the OrCam Read, no matter what version, this is something that can work for those with visual impairments as well as reading issues. The point-and-click ability allows individuals simplicity in use. When we look at the OrCam Read 5, the addition of AI really allows that device to support individuals when they encounter reading and researching, as well as being able to use it for other daily purposes. The only concern I have is the cost. This is a device that offers a lot, but you want to make sure your return on investment supports your purpose.

C-Pen is the next manufacturer we will review. The research and case studies around their devices is solid. All their devices have demonstrated the ability to support those with reading difficulties as well as other health issues when it comes to processing text. We have seen this manufacturer be accepted by groups throughout the globe, including multiple groups which focus on dyslexia. I am a big fan of both the Reader 2 and Reader 3 devices as they are flexible in how and where they can be used. The Reader 2, because it is not connected to the internet, offers security from issues that may exist outside of the building. Its smaller size also works well for smaller hands when one is grasping it to be used. I tend to recommend this device for any environment where one does not want a connection via the internet as well as for students at the elementary or middle school levels.  The Reader 3 adds the depth of being able to connect to the internet so that it can include multiple dictionaries (quite helpful at the secondary and post-secondary levels), simple translation tools in five languages when not connected to the internet and forty+ additional languages when connected, a voice recorder, and the ability to have both scanned text and voice notes saved for easy review. It is a little bigger in size than the Reader 2, but it offers so much more for students as they progress through their lives and into the workplace. It becomes a great tool for reading, studying, and even reviewing things like manuals or directions which rely on written text. The design of the Reader 3 incorporates the menu button of the Reader 2 along with touchscreen capabilities so that a continuation of the physical and intellectual behaviors can be maintained when moving between devices.

Over the last few years, Scanmarker has established themselves as another important manufacturer when it comes to reader pens. The Scanmarker Reader is a good pen when one understands that it works through an app and does a good job when it comes to taking notes, translating into many languages, and adjusting font on the computer to create even more ease in reading, processing ideas, and having a place where textual information can be stored and used for other work. The two devices that I tend to see most these days are the Scanmarker Pro and the Scanmarker Max. The Pro is a great device for reading, translating, and carrying on conversations in multiple languages. It can be connected to the internet for additional capabilities. The Max takes the features of the Pro to the next level. It is a device which allows the teacher or administrator to lock out any function on the pen. So, if you did not want students to log onto the internet, use a dictionary, or have access to the recording feature, those could be locked. The Max also has a static IP address for those who have strict requirements with their IT. One of the features that the Max has that is now being used is the Phonics feature where a list of common words can be scanned and then broken down into their phonemes. This allows the device to be utilized in early reading classes which are using the Science of Reading as a foundation.

There are a couple of other pens that I am currently reviewing. They all have similar features. However, until I see them in action and hear from teachers and therapists using them in the field, I cannot, in good conscience, blindly recommend them. The major caveat I have for you is to beware the many “less expensive, but just as good” knockoffs that you might find on places like an Amazon. Many of these knockoffs do not have the depth of features, the computing capacity, or the strength of the camera which allows for consistency which benefits the user. That is why I would always recommend one of the three manufacturers when you are considering buying these devices.

So, Which One is the Best? 

The one that works for your individuals. I have worked with districts that choose one and use them across the board. I have also worked with districts which choose to have class packs of each and do some trialing with the individuals to gauge which device best meets their needs. In my mind, all three are number one seeds. As you go through your decision-making process, feel free to send any questions you might have to me at rheipp@schoolhealth.com. We can set some time to review your questions and see what might be best for you.

Our next blog will focus on switches, so stay tuned for that one!

                                                                                                                                                                                        Gabriel Ryan, School Health Blog Writer and Contributor

Some stories never get old, because the lessons they carry remain just as relevant today as when they first lived. For us, those lessons have always centered on two things: access and inclusion.

I recently had the privilege of joining my mom, Robin, at the California Department of Education's Individuals with Disabilities Education Act (IDEA) 50th Anniversary event. A packed room filled with dedicated professionals and community members gathered to mark a milestone: the 50th anniversary of IDEA. We were there to share some of our experience, from two different but deeply connected perspectives — both rooted in the belief that access and inclusion are not privileges, they are basic rights.

Mine was sharing experience as a student, navigating the education system with a disability, receiving specialized support, and rolling across that graduation stage with my peers. Access and inclusion in action. The skills learned, friendships and relationships made, and the opportunity to access education in my neighborhood school with my peers, set the foundation for employment opportunities such as my work with School Health as a Blog Writer and Contributor like the Access Angle segment and many other important life experiences.

My mom's shared experience as a parent, and she'll be the first to tell you it wasn't always easy. Advocating for me as a young child meant learning an entirely new system, understanding the laws, the processes, and how to navigate it all. There were moments of uncertainty and frustration, but also moments of breakthrough, growth, and deep connection with others who were advocating for individuals with disabilities and their families. That experience didn't just shape our family; it fueled her passion for the work she does today. Robin's message to the field is clear: we must continue commitment to this important work and strengthen partnerships for each student in California. We lift experiences and challenges of families and individuals with disabilities, so that we continue to learn and do better. Robin has spent a few decades working with the Sacramento County Office of Education on a statewide California Department of Education, Special Education Division training and technical assistance project Seeds of Partnership which supports parents, school districts, and community partners across the state.

Participating in this event together, sharing what we've learned and lived through, reminded me of something important: never underestimate the value of your lived experience and knowledge-– or the moments you're given to share your life experience with others. Someone in that audience may have needed to hear exactly what we had to say during that event. The messages and stories related to fifty years of IDEA were impactful!

Our closing quote said it best.

"IDEA didn't just change systems, it changed lives. Access isn't optional and inclusion isn't negotiable." ~ Robin and Gabe Ryan

We are deeply grateful to the California Department of Education, especially Special Education Division Director Dr. Rachel Heenan and Associate Director Noelia Hernadez for including us in such a meaningful celebration. To share the stage with so many California leaders and pioneers in the special education field was truly humbling. These are people whose lifelong dedication continues to shape the landscape of access and inclusion, of which families like ours appreciate their commitment so much.

Watch the California Department of Education IDEA 50th Anniversary Celebration full event recording here. The section where we begin speaking during this event is at the 31:56 mark (Gabriel Ryan/Robin Ryan segment) linked here.

To learn more about the IDEA legislation check out this recent blog Access Angle - IDEA Turns 50! 

Have any comments on Access Angle articles or ideas for future topics, including product reviews or share outs? Feel free to reach out to me at gryan@schoolhealth.com.

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See for yourself! Head to the School Health website and experience all the new improvements that make ordering, tracking, and managing your account effortless.

Have any questions or want to share your feedback? Feel free to contact marketing@schoolhealth.com! 

After 33 years, we’re ending our Day in the Life of a School Nurse catalog cover series. We know how much this cover series has meant to many of our customers over the years, so we wanted to take some time to highlight the artist behind it all: Mike Hagel. Susan Rogers, School Health’s Chief People Officer, spoke with Hagel about the impact of his cover series and what it meant to him. 

SUSAN: Can you tell us a bit about the history of this series and how you started working with School Health?

MIKE: We were introduced to each other through School Health’s advertising agency. When I spoke to Bob Cormack, Susan Rogers’ father and president of School Health at the time, he said he was looking for an artist who could paint in the style of Norman Rockwell to make their catalog covers. I did a lot of paintings in this style because it was popular and not a lot of people were doing it, so I suggested a Day in the Life of a School Nurse series. I created the first painting for the cover series in 1992.

SUSAN: School Nurses have loved this series over the years. What do you hope your impact on school nurses is through this series of paintings? What do you want them to know?

MIKE: I tried to encapsulate a day in the life of what a school nurse might be going through – the pain or the fun. For example, the cover about depression highlighted a serious issue and I felt like I was able to highlight the moment while also bringing some lightheartedness to it. Rockwell used to draw some serious stuff, too.

I always enjoyed doing this series, and I am glad to be a part of capturing the important work school nurses have done.

SUSAN: How did you find your inspiration for the cover every year? 

MIKE: Early on, I would come up with the scenario for the cover, and then I would work with School Health to add some of their products into the image. Eventually, I worked closely with the Rogers and Cormack families to decide on a subject that we wanted to address.

Besides the school nurses at NASN, we wanted to make sure that the cover was never too serious. If it did address something on the more serious side, I would always try to add a little softness to the piece with a Rockwell-style smile on one of people in the painting.

SUSAN: Why has this series been important to you over the last 33 years?

MIKE: This series has been great – I have enjoyed it. Every year was a challenge. I have gotten to meet many nurses at NASN over the years, and I would get ideas for future covers from them, too. I loved seeing the nurses at the conference – I felt like Elvis Presley with them! They would line up at my table, and I would personalize each signing.

SUSAN: Tell us a little bit about how you picked your models for each painting. Who did you use as inspiration?

MIKE: I would use neighbors and friends as models. The first cover featured my son and daughter along with some of their friends. I had a friend in the neighborhood that was the school nurse and I used her as a model for the first few catalog covers. The last cover I did featured my daughter-in-law and my grandson.

SUSAN: Which cover is your favorite and why?

MIKE: The 2019 cover. I had an image in mind that I wanted to draw after working with the school nurses for so many years.  It’s the one with the student listening to the school nurse’s heart with a stethoscope. 

Gabriel Ryan, School Health Blog Writer and Contributor

Recently, I had the chance to check out a new restaurant that opened up in my neighborhood, and I have to say, I was pleasantly surprised by one detail that stood out to me—every other table was accessible for wheelchairs.

As someone who uses a wheelchair, I’ve often encountered places where navigating through the space or finding an accessible spot feels like an afterthought. So, rolling into this restaurant and seeing the thoughtful layout made a huge difference. It wasn’t just the wide aisles or the accessible tables; it was the feeling of being considered, not having to worry about whether I’d be able to sit comfortably and enjoy my meal.

Accessibility is so much more than just a ramp or a wider door—it’s about feeling included in the space, and this restaurant clearly got that right. It’s encouraging to see businesses that prioritize accessibility in the physical space, not just in their design but in their character. It highlighted the importance for all public spaces to be welcoming for people with different needs.

For anyone who may not have thought much about it, accessibility can have a huge impact. It’s not just about physical space; it’s about making people feel seen and respected. I felt appreciated just by the way the restaurant was designed to be accessible. As I sat at one of the wheelchair-friendly tables and looked around, I couldn’t help but feel hopeful. It’s moments like these that underscore of the power of inclusion—and how details like these can make a big difference for so many people.

What made the experience even better? We decided to return for a second visit. Not only was the layout still perfect, but the staff also remembered me from my first visit! They were incredibly welcoming, genuinely excited to see me again, and made me feel like I was part of their restaurant family. That level of care and attention to detail really stood out and made my second experience just as wonderful as the first. It’s not every day that you encounter a place that feels this inclusive and warm. It’s not just the accessibility of the space, but the kindness of the people that makes a lasting impression. I’ll definitely be returning—this restaurant has earned a regular customer in me. Im hopeful that more restaurants will follow this example. Let’s make “a seat at the table” the standard, not the exception.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

As we move through the month of February, the outside world thinks of bouquets and chocolates. In the world of Assistive Technology, we begin thinking about assistive technology and the bouquets of spring and new opportunities to access the world around us. ATIA is a great reminder of the assistive technology which can make a difference in the lives of the individuals with whom we work and this year, that reminder rang out like the songs of the birds of spring.

Many of the discussions in which I was engaged at ATIA focused on two topics; what the funding might look like, and what assistive technology was making the most impact on students today. The discussions on funding elicited emotions ranging from cautious optimism to absolute frustration. Since those discussions were happening before the funding from the government was formally approved and signed into action, the anxiety associated with funding was quite high. That is not to say that everything has worked out perfectly for funding. However, with the recognition that we will, at least, have funding equivalent to FY25 for FY26, that anxiety can be lessened to a degree.

We will not see the idea of block grants being passed down into the states. That is important as we were uncertain of what that would actually entail when trying to access those funds. Hence, the current formula will be similar to what we have had to this point. There will be some pressure on us though as the future continues to be clouded due to the ever-changing shape of the Department of Education and where exactly that our Special Education department will be housed.

Knowing that we will have funding available to us, it is important that we use those funds for next year and with an eye toward the future. That leads us to the crossroads of the two topics which came up at ATIA. The folks who engaged in discussions around the technology which was making the most impact looked at the areas of literacy and access that could be used throughout one’s life. I do want to take some time to address those two areas and some of the products I encountered which fit into those areas.

 When starting with the idea of literacy, one must begin with Reading Pens. I will begin with my usual caveat which is to beware of inexpensive pens on Amazon as you get what you pay for. Even though some of the pens look like the name brand ones, that does not mean that they are of the same quality. There is no such thing as a “generic” version of a reader pen. There are different styles and versions from the major manufacturers which we will discuss here. However, the costs for producing these pens stem from the quality of the camera and the internal computing capabilities.

Our colleagues from Scanning Pens were at ATIA and had great information to share. They are the ones who have the C-Pen line and have maintained high levels of research into their products. Currently, their offerings include the Reader 2, the Exam Reader 2, and the Reader 3. I like the Reader 2 for a couple of reasons. First, its slim style fits into many different sizes of hands, including smaller ones. Next, it does its work of reading, having a dictionary, being able to scan, and saving documents without being connected to the internet. It’s ability to have each of those areas locked so that they cannot be easily accessed, especially during a test, is very helpful. The Exam Reader 2 does much of the same, but comes in a different color so that it is identifiable to proctors and teachers. The Reader 3, which has been out for about a year now, adds the dimension of being able to be connected to the internet as well as offering some translation capabilities. Its user-friendly touch screen allows differentiated access. These three reader pens have set the bar for consistency, usability, and evidence-based success. I always recommend them based on the needs of the individuals.

Scanmarker’s own Ioana Lazar spent time in our booth as they were promoting their latest release, the Scanmarker Max. The Max takes all of the features of the Scanmarker Pro and adds in some great new features as well. The new features include “Photoscan” which allows the pen to operate like an OCR device by capturing a picture of words and speaking them out. They also include “Transcription” which allows for the spoken word to be converted into editable text. Finally, for those of us who work with the Science of Reading, the “Phonics Support” button allows some scanned words to be broken down into phonemes with those phonemes being sounded out. As a Reading Diagnostician, I am quite impressed with the work they have done to create this feature. They are also engaged in educational studies right now to review the effectiveness of this feature for all students.

There were some other reader pens at ATIA. However, as I shared with those who attended my session, I have not been able to personally review them and do the research I do before making any recommendations. Some could work, but I am not comfortable recommending them for specific instances at this point.

When we look at access, we want to target the manufacturers who are tried and true in our environment. The big news was the launching of the new Cosmo Learning System. It was wonderful to have our colleagues from Filisia there showing what the Learning System is able to do. It was also great to catch up with the folks in whom I believe and recommend on a regular basis. Those groups include Time Timer, LoganTech, Adaptivation, OrCam, Pretorian, and Widgit. Of course, School Health represented AbleNet there as well. All of those groups spoke about their commitment to maintaining high levels of quality within their products and doing what they could to offer products at reasonable prices. The concern from all of these groups is what will happen with the upcoming potential for increased tariffs. Hence, the need to make wise purchased now when the funding is available to us.

I had many folks ask about virtual presentations as well as calls about students. Please feel free to reach out to me at rheipp@schoolhealth.com so that I can support you in making the best decisions for your students. Remember, there is no “one-size-fits-all” when it comes to assistive technology, so you want to be sure that your funding is being used in ways that allow for access and engagement for the most individuals. In the next few months, I will be focusing my blogs on other aspects of the best assistive technology along with best practices around those devices. I look forward to working with you in your creation of accessible and inclusive environments!

1. “Can I hurt someone if I use an AED?”
This is one of the most common fears and one of the biggest barriers to action. AEDs are designed to be foolproof—they analyze the heart rhythm and will not deliver a shock unless it’s needed. You can’t make the situation worse by using one.

2. “Do I need to be trained to use one?”
Many people assume AEDs are only for medical professionals, but that’s not the case. AEDs provide clear step-by-step voice and visual prompts that guide the user through the process. While training is helpful, anyone can use an AED in an emergency.

3. “When should I use an AED vs. CPR?”
It’s not an either-or situation—you use both. Start CPR right away, apply the AED as soon as it’s available, and follow the device’s instructions. Together, CPR and AED use give someone the best chance of survival.

4. “Will it shock someone who doesn’t need it?”
No. AEDs analyze the heart rhythm before delivering a shock and will only shock if a shockable rhythm is detected. If a person has fainted or doesn’t need a shock, the AED simply won’t deliver one.

5. “Can AEDs be used on children?”
Yes. AEDs can and should be used on children. Pediatric pads or settings lower the energy level when available, but if they aren’t, adult pads can still be used. Using an AED is always better than waiting.

6. “Are AEDs always ready to use?”
Many people assume an AED works forever once it’s installed, but that’s not true. Pads expire, batteries have a limited lifespan, and regular readiness checks are critical. This lack of awareness is one of the biggest gaps in AED preparedness.

7. “Where are AEDs located?”
In an emergency, people often don’t know where to find an AED. Devices should be clearly marked, registered, and included in emergency action plans—but many facilities don’t communicate locations as well as they should. It is recommended that everyone familiarizes themselves with where AEDs are located in each building they visit, especially at sporting events. Whether they are staff, student, parent or visitor, they should always identify where the nearest AED is to where they are located.

8. “Am I legally protected if I use an AED?”
In most cases, yes. Good Samaritan laws generally protect individuals who act in good faith to help during an emergency, including using an AED.

9. “One AED is enough for a building.”
Survival rates drop rapidly after 3–5 minutes, so placement and response time matter more than simply owning an AED. Many facilities underestimate how many devices are actually needed to provide adequate coverage.

10. “AEDs are only for cardiac patients.”
Sudden cardiac arrest can happen to anyone—students, athletes, staff, and visitors—often without warning. AEDs aren’t just for people with known heart conditions; they’re for everyone.

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