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The CodeStack Conference, hosted by the San Joaquin County Office of Education's CodeStack Department, is described by their team as “an event that gathers over 1,000 educators, administrators, and education professionals annually. The conference aims to help attendees sharpen their skills, explore new technologies, and preview upcoming features in CodeStack's systems, including EDJOIN and SEIS. Presenters are invited to lead sessions that highlight practical strategies and innovative solutions, deepen understanding of CodeStack tools and workflows, inspire collaboration and forward-thinking in education, and showcase new approaches in student management and Special Education.”

I explored the CSC Live exhibit hall, attended a session, and saw several California System of Support technical assistance projects featured in the Innovation Hub. It was encouraging to see the time and effort the conference organizers, presenters, technical assistance projects and exhibitors put into sharing their knowledge and creating opportunities for others to learn.

One of my family members was involved in the conference, with a project featured in the Innovation Hub and two sessions presented. Attending one of those sessions Across 58 Counties: CA’s Statewide System for Family Support, which focused on the Family Empowerment Centers and their support to families of children with disabilities along with the role of the California Department of Education and technical assistance project Seeds of Partnership gave me a personal connection to the event. What stood out most across my time at CodeStack CSC Live was the broader community of people working to expand knowledge and share ideas.

I also appreciated how welcoming the conference staff were. I met several people including, Donna Williamson, Division Director- Project Management Office, Gary Flores, Coordinator, and Kenneth Fujimura, Software Developer and sporting their bright orange shirts the team managing their conference merch store. As someone who uses a power wheelchair, feeling welcome and included makes a difference in how I experience an event. The friendly interactions made a positive impression on me, and I was grateful for the opportunity to participate. I was even invited to consider presenting a session next year, which was an unexpected and appreciated opportunity.

Do you have a story to share about how beneficial the opportunity for professional learning can be supporting student outcomes? Let me know would love to spotlight other users’ experiences. Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

The topic of Mental Health has been highly discussed and one of the most requested topics that I have been asked to speak upon this year. There is a significant amount of anxiety and stress in the outside world today. We see this stress coming from both global and domestic issues. How we deal with it often resides in the beliefs of the surrounding community. Because those beliefs can vary significantly, the responses to mental health supports can differ greatly, sometimes even within the same system.

There is one technique that can work in multiple environments and is recognized as an approach that is accepted by most belief systems. That technique is the teaching of breathing exercises. The types of breathing exercises can still vary, but the important thing is that these exercises are taught as a way of calming the body and mind down. Once these techniques have been taught, they become life skills which can serve any individual throughout their lifetime.

My favorite technique is the Box Breath or 4x4 Breath as some might call it. This is the technique where an individual breathes in for four seconds, holds that breath for four seconds, breathes out for four seconds, and holds for four seconds. This process is done four consecutive times. The research around it has demonstrated that this helps in the regulation of the bodily systems and can return them to a normalized state. The process takes just over one minute and can help to reset an individual who is starting to escalate or has just encountered a situation which has triggered them. It can be completed in any environment and can be done without disruption to others around them.

I have encountered situations in speaking with groups where belief systems worry that this practice is something that is “fluff and stuff” or associated with alternative practices. This could not be further from the truth. Those suggesting this simply do not understand how our breathing can help with regulation better that any external influences. I often ask those promoting that belief if they have ever told someone to count to 10 when they are angry or to calm down and look at them in the eyes. Those are not bad suggestions as they promote regulation. However, just telling someone to calm down is not usually an effective way of handling a situation and may create higher levels of escalation. Counting to 10 presumes two things as well that could be detrimental. First, that ten seconds is enough time to calm down and, second, that the person has the ability or is in the frame of mind to actually count that high.

Another technique that can work in multiple environments and can become a life skill is the use of some type of sensory release tool. These are often referred to as fidgets. However, I did not start with that term as it can also limit the way we think about these tools. For many, a fidget is either a spinner or a toy which is played with by individuals. Those of you who have heard me speak know that I would ban fidget spinners from any school where I was an administrator. The reason is because they become very distracting to those around the individual using it. I have also only seen them used properly twice by individuals and both of those individuals had received training on how to utilize them by an OT. Any fidgets which make noise or are shiny can easily distract others as well. Those that make noise can also induce usage by those individuals who might like to perseverate on the sounds. These do more harm than good in classroom or working environments.

The types of fidgets that I recommend are those that are both classroom/working environment and socially appropriate. That means that the fidgets should not make a sound, have lights that activate, and can be used under a desk or workstation so as not to draw unwanted attention to the individual. Some of these fidgets include Tangle Toys, Sensory Stones, and even Pencil Grips. As adults, we may sometimes use Worry/Prayer Stones or Squeeze Therapy balls. I have carried stones in my pocket since the 1990s as an administrator. Sometimes, one just needs to have something to have in their hands to release some kinetic energy.

Incorporating breaks between activities is another technique which can ease some of the tension and anxiety which comes through work. These breaks do not need to be long or have specific activities. As a matter of fact, if individuals have been at a desk or table working on something for 15-20 minutes, have them stand up and stretch their arms for 30 seconds. The act of standing changes the tempo of the body enough to allow for some focus to return and release any of the tension potentially built up by working for a period of time. I have also seen success with groups that have individuals stand and take a couple of deep breaths then sit back down and get back to work. I use a 20-minute Time Timer Plus when I am doing work at my desk which keeps me focused on the task at hand as well as gives me an idea when I need to take a break.

I would be remiss if I did not address the idea of sensory rooms when speaking about mental health. We need to start by discussing the idea of a sensory room. That terminology is used much like the idea of calling all facial tissue Kleenex. Not every sensory room is the same. One has to be careful because if a room is actually designed more like a movement room or a sensory experience room, it can actually increase the potential for escalations or create scenarios where an individual is not able to relax and instead becomes more stimulated.

What is more appropriate on the mental health side is a calming room or calming area. Not every building has rooms available to be used in this way. By creating a space somewhere that is designed to be calming in nature, one can utilize areas with simple set-ups. Included in those set-ups would be items like a Bean Bag Chair, Cushions, soft Fiber Optic lamps or strands, and Bubble or Light Tubes. Use the Fiber Optic or lights within the tubes as the main lights in the room. An alternative is to bring in some soft Christmas lights. Keep the temperature comfortable. Use the corner of an office or a small breakout room somewhere for a set-up like this. Keep it simple. It still amazes me that schools go out and invest $50K in a sensory room. There are some good kits at $20K and some portable stations that will be under $10K that also work very well when that space needs to move. Don’t be afraid to reach out to me too if you are looking to design something that meets the needs of your population.

Mental health is one of the most important needs within our buildings today. We need to address how to best support everyone while creating life skills that can be used outside of our buildings. Please be aware that much like assistive technology, there is not any “one-size-fits-all” approaches to how we help others. The most important thing for each of us to remember is that we need to take care of ourselves first. Otherwise, we cannot fully help those who matter to us.

Looking for some inspiration to fill your PE equipment closet? Members from our Physical Education Professional Learning Team shared their favorites with us! From Cannon Launchers to BRAINball, learn how they use our equipment with their PE students and why they love it.

Recently, I had the opportunity to lead a PD session for one of our larger US districts with a focus on working with our neuro-diverse students and how to best support them. We know from our experience that by building a foundation through executive functioning, we can give our students the best opportunity to succeed in life while living as independently as possible. Like other areas, we simply cannot apply a specific recipe for dealing with executive functioning as the issues our individuals are facing vary. There are some techniques that we can look at which cover a more generalized approach to executive functioning that we can incorporate into everything we do daily.

When we define executive functioning, I like to refer to my colleagues over at the Cleveland Clinic who describe it in this way:

“Executive functioning refers to the skills that you use to manage everyday tasks like making plans, solving problems, and adapting to new situations. The three main skills are working memory, cognitive flexibility, and inhibition control.” (CCF, 2024  Executive Function: What It Is, How To Improve & Types) 

By using this as a starting point, we can begin to look at how to structure our classrooms and other environments in ways which can support all our students, especially those with some executive functioning issues.

Within our classrooms, we often see issues around the following areas:

1.       Weak Time Management
2.       Forgetfulness
3.       Issues with starting and/or finishing tasks
4.       Issues with making sudden changes due to external factors
5.       Weak self-regulation skills

These are the areas where making some adjustments within our classrooms and other environments can make the most impact for everyone. When we read the research on issues within executive functioning, we realize that this is not simply an issue with conditions like ADHD or autism spectrum disorder. The research points to the fact that even in neurotypical adults, skills in executive functioning can begin to decline as they age. Hence, by introducing some of these techniques in your classroom, you can build a foundation which remains for the entire life of a person.

Time Management

Let’s start with Time Management as that area has many schools of thought in best practices. The most important thing to remember is that if you can introduce even a few of these techniques, you are going to be helping. The reason for the various schools of thought depends upon the interpretation of what actions help and which ones seem to enable. The first thing I want to suggest is that you have three forms of available information designed to help students with what is happening. The first is to have some form of a calendar on the wall which promotes the important and major events which are happening. The second form is to have an area on your dry-erase board that lists how the day will flow, so basically an agenda for the day. The third form is another area on the dry-erase board which lists any assignments that will be homework is you are giving homework.

I suggest taking those second two forms one step further and incorporating color coding into each based upon the subject areas. So, for example, on the daily agenda, math might be written in blue, reading in green, and literacy in orange. Then, use the same colors for the assignment area as well; math homework in blue, reading in green, etc. The color coding allows for another layer of processing and categorizing the information.  This color coding takes the information to another layer when the individual is taking it into their minds. I am a big proponent of color coding as I use this in all my planning as well.

For those who speak to enabling the individuals by having things listed out, the reality is that if the individuals do enter the workplace or use calendar features on their phone, these actions provide modeling for how to properly use those types of calendars and keep daily activities organized. I am also a fan of redundancy to reinforce awareness of daily activities. For example, I have a full year calendar on my office wall which I update regularly using color-coded items for quick visual access. I also have a physical planner for times when I simply want to open the planner and see either a daily or monthly review of activities with consistent color coding. I also use my computer calendar and can access it online as well as through my phone. Yes, items on there also have color coding.

Forgetfulness

When we look at the idea of forgetfulness, we can see that having something for the students to take home may help, like a planner or a notebook. However, there is more to it than simply expecting them to write things down. Have a set time where you guide them with assignments that are due. Create a system where the parents or guardians understand that they need to check the planners, work with the student, and put them back in the backpack. I saw an interesting one where the student had a notebook which was attached to a string and connected to their backpack. Thus, the notebook, even when taken out of the backpack, was still connected and would not be forgotten. Creating a system like this is not enabling, it is modeling how things need to be remembered. Having set times both at home and at school helps to establish a routine that can become habit when completed enough times.

Issues with starting and/or finishing tasks

For issues with starting and/or finishing tasks, create superstructures along with visual timers to make sure things get started and done. There are several reasons why procrastination occurs. We cannot address all the core reasons, but we can address how to set the structures in the classroom and provide the timing support. Please use Time Timers for ALL activities! Seeing the passage of time decreases anxiety levels and helps to keep focus on the task at hand. Have those tasks on the daily agenda and keep them consistent. You can create a routine which helps the student to expect certain things at certain times. As they progress through school, the activities might change. You just want the process to remain consistent, which will allow it to translate into later life.

Issues with making sudden changes due to external factors

 What happens when something like a fire drill or a severe weather drill interrupts the day? Many of us have been in situations where this causes escalations and more issues than the drill taking place. Start early in the year and practice some of these drills on your own when the students are still getting used to a new routine. Do not be afraid about doing them without the rest of the school. Let the students know this is something that will help them and that later, they will be practicing this with other students as well. Do it on a Tuesday one week and a Thursday the next. Again, the idea is to make it something that interrupts the daily routine but is not seen as overwhelming. In speaking with a group of nurses at the National Association of School Nurses Conference in July, I explained that practice sessions like this assist not only in the drills and any potential school evacuations, but also with the idea that change can happen any day and that is okay. Once our students are beyond our walls, they will encounter change on a regular basis. Having them become acclimated to schedule changes can only help them later in life.

Weak self-regulation skills

Finally, when working with weak self-regulation skills, teaching concepts like breathing can help. Work on breathing techniques when the students are calm. That way, they can begin to use the technique with it moving into some muscle memory. Simply telling a student to breathe when they are escalating is not going to do anything outside of increasing the escalation. You can also have some classroom appropriate fidgets which are only available when a student has calmed themselves through breathing. By introducing the use of these fidgets after practicing breathing, you begin to associate the fidget with a level of calm. That way, if a student does escalate and breathing is not immediately working, you can also share that fidget to assist in the deescalation process.

The main thing to always remember is that there is no one-size-fits-all approach to assist with executive functioning. By setting up your classroom and routines, you can support your students this year as well as in their life beyond school because of the skills and modeling that you have provided.

During a recent family vacation to the Oregon coast, we stumbled upon the Mobi-Mat. For those unfamiliar with it, a Mobi-Mat is a portable access mat that creates a stable pathway across the sand. Instead of struggling through deep, shifting terrain, users can travel much more easily using wheelchairs, walkers, strollers, or simply anyone looking for a firmer surface. Here are a few points Mobi-Mat uses to describe this incredible tool.

Why the Mobi-Mat Stands Out

• Made from 100% recycled PET bottles (recycled polyester)
• Provides an ADA-compliant, non-slip pathway over sand, grass, gravel, and other uneven surfaces.
• Designed for beach accessibility programs, parks, and outdoor venues where terrain can be a challenge.
• Rolls out in minutes and secures easily with stainless steel anchoring eyelets.
• Built to withstand outdoor conditions with weather-resistant, durable construction and requires minimal maintenance
• Supports a wide range of users, including wheelchair users, pedestrians, families with strollers, bicyclists, and light all-terrain vehicles.
• Helps improve access across sand, dirt, grass, and dune inclines

At first, I used my power wheelchair on this mat and followed the pathway to the ocean. The end of the mat was still a short distance from the actual water edge, but it was a great location for a viewpoint. I use a power wheelchair which could never go in the sand it’s about 400 pounds and the tires are not designed for the sand at all. It would get stuck immediately, not to mention it is not designed to be wet. The Mobi-Mat was such a great way to roll out to the beach in my regular chair and enjoy the sun, breeze and ocean view.

I went back to the same beach the following day, this time using my beach wheelchair. I have a previous blog about beach wheelchairs that I will link here. The beach wheelchair was very easy to push along on the Mobi-Mat. When I got to the end of the mat I rolled right onto the beach and down to the water’s edge. Compared to my experience at another beach a few days earlier, access from the van to the ocean was much faster and the terrain was more stable. The Mobi-Mat reduced the time spent getting to the beach, allowing more time to play on the sand and enjoy the ocean waves than at the beach without a Mobi-Mat.

These mats are not available at every beach. However, several beaches in Oregon where I was visiting have made efforts to install them for the summer. Many states and regions have them available permanently or temporarily. When arranging travel, consider reaching out to the beach park and recreation office or the city information line of where you will be visiting ahead of time to ask if they have accessible beach mats installed. Sometimes this information can be found online- but is always a good rule of thumb to call or email to hear from someone directly as the information online may be outdated

Learn more about Mobi-Mat at their website where they have a blog and share many examples of how people use this product in their communities.

Do you have a story to share about using a beach mat or beach wheelchair? Let me know would love to spotlight other users’ experiences. Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

Recently, a family member came across a discussion group of people who specialize in and are passionate about CVI and shared the information with me. I was excited to learn about it and get involved. What drew me in was that this group focuses on the lived experiences of people with CVI, not just the clinical side, but what it's actually like to navigate the world with this condition. Hearing from others and sharing in that conversation taught me things about my own vision that I had never thought about before.

Finding Others Who Understand

One thing I've learned living with cerebral palsy and CVI is that finding a community that truly understands what you're going through can be life-changing. It's one thing to read about a condition online it's another to sit in a room (or a Zoom call!) with people who truly can relate and share similar experiences.

When you're navigating something that affects your daily life, whether it's a disability, a health condition, or anything else, finding a group that's focused specifically on your experience can expand your own knowledge. You might learn something new about yourself. You might find a strategy or resource that makes your day a little easier. Or you might just feel less alone and sometimes that's the most powerful thing of all.

When I found this CVI group, I wasn't looking for a medical lecture. I was looking for connection and understanding through lived experience and that tie to research, and I found it. Since May is National Eye Health Month, this topic felt like perfect to highlight, but the bigger message is really this: whatever you're dealing with, there's likely a community out there for you. Don't be afraid to seek it out.

The CVI group meets throughout the year on Zoom and is a space dedicated to information, discussion, research, and advocacy for people living with CVI as well as parents of children with CVI nationally and internationally. Each session includes a doctor who specializes in CVI, along with a couple of moderators who help guide the conversation. It's a live, open forum where people with CVI share their experiences and connect with others. I'd encourage you to check it out if you're an adult living with CVI or you have a family member with CVI. Registration is required through this form.

School Health Corporation offers products across a wide range of health categories including vision and eye health. Explore the website and find resources and products to meet your needs in this area.

Thanks for reading! If there are topics or products you'd like me to cover in a future article, I'd love to hear from you. Reach out anytime, my email is GabeRyan@schoolhealth.com.

Over the last few blog posts, we have looked at Reader Pens and standard forms of switches. I want to make sure that I also address some of the more specialized switches that work along with AAC and other devices improving the lives of individuals and moving them toward greater independence.

When we look at specialized switches, there are several that I have worked with which come to mind. There are several from Enabling Devices which stand out. First, the Finger Switch offers a great way to harness the ability of an individual who might have enough movement in a finger to activate this switch. I like its design and how it can be adapted to various individuals. The Velcro harness allows it to be attached to a hand without need for other means of connecting. Next, the Bright Red Switch offers a larger activation area which also lights up and vibrates. Many of you have seen me with this at conferences and presentations. The characteristics of this permit it to be used by a range of individuals including those with visual impairments. Next, the Grip and Puff switch is a switch which addresses the needs of individuals who may only be able to access devices using a puff technique or may need something placed in their hand which can react to a squeeze. The fact that this switch can do either allows us to accommodate multiple individuals with a single device. Finally, the Sound Activated Switch offers access to those individuals who may need to rely on making sounds in order activate a switch. The sensitivity of the microphone can be adapted to best meet the needs of the individual without having indirect triggering by individuals around them.

Pretorian Technologies also offers some excellent switch solutions for individuals. Some of their devices were highlighted in previous blog posts. I want to focus on the following devices from them for the sake of this post. First, one of my go-to switch interfaces comes from them. You may have heard me speak of the APPlicator over the years. They continue to develop this product so that you can get high levels of access for individuals. They also have the APPlicator Max to make more complex activities accessible. They have done a lot of work in making workplace activities and gaming more accessible. In order to support both of those areas, they also have the Ultimate Switchbox which can connect up to 6 devices to a computer for a range of keystrokes. This means that many more individuals can engage in the activities that demonstrate the depth of their knowledge and skills.

Adaptivation is the group which brought forth the Honeybee which I discussed as part of the proximity switch discussion. The other amazing switch series they have is the Pal Pad series. The Pal Pads come in different sizes and lay flat on a desk, table, or even on a mount. The touch needed for activation is somewhat light. I like the idea of using these switches to also train the behavior of a swipe. There may be some of our individuals who with the right guidance and support would be able to use iPads and Tablets in the future. However, based on their initial state of understanding and fine motor abilities, swiping may not be something that they can easily do. The Pal Pad offers that way of creating a swiping behavior while still activating devices or interacting with a computer. They also have the Tapio which is a great interface for switches with iOS systems.

As we move into AAC, I want to make sure everyone is aware of the Logan ProxTalker and ProxPad from Logan Tech. These devices have been around for over 15 years and continue to allow individuals to communicate at higher levels while creating easy access to changing phrases for teachers, therapists, or other caregivers. The brilliance of these devices lie in the RFID tags and how they can easily be recorded for immediate use.

Shifting over to mid-tech devices, AbleNet has a range of products that can provide so many different approaches to communication within classrooms and all other areas. When we speak about single message communicators, both the BIG Mack and the Talking Brix2 stand out for me. Many of you have experienced how I have supported districts into bringing BIG Mack devices into areas like the Nurse’s office and Principal’s office. This device, aside from its larger activation area, offers a lot of flexibility in how it can be used in any environment. The Talking Brix2 highlight the idea of being able to use single message communicators for a variety of purposes. They are great to have out for choice selection. They can also be used for putting together words in the creation of basic sentences. What some people do not realize is that they can be used throughout a classroom as basic instruction communicators allowing the teacher to be in four places at one time; one physical and the other three through their voices placed appropriately through the Talking Brix2 devices. I have also been working with groups who are now using them to begin an introduction to following sequential directions.

When it comes to mid-tech multi-message communication, I recommend QuickTalkers for a number of purposes. First, they can act as a standard communication device. How many areas for activation will be determined by the cognitive abilities of the individual. Beyond that, these devices can be used for factual review; like showing a word or picture and then having the correct auditory response associated with it. Facts can also be incorporated into these devices. I have seen them being used to identify elements in the Periodic Table or dates with historical significance. Finally, they can also be used with books to create read-alongs for emergent readers or those who enjoy stories and want them read out loud. The iTalk series by AbleNet also gives switch activated ways of choice selection or communication of set ideas. Using an iTalk 2 as a yes/no or true/false selector or an iTalk 4 as a way to address multiple choice selections can also be utilized for those non-verbal individuals who have the cognitive ability to answer these types of questions, but not the physical abilities to write them out or interact directly on a computer.

One final device I want to bring to your attention is the CMPSR Digital Music Instrument. This device has begun assisting individuals with fine motor issues play a variety of musical instruments that actually sound like the real instruments themselves. The interface looks like a joystick for a power wheelchair. However, the strength of it lies in how it creates the music through an iPad or MIDI unit. Students have been able to join in their school orchestras or bands with sophisticated sounds that go beyond a drum beat or tapping of a cymbal. They are now playing instruments and feeling empowered through sharing their joy and musical abilities.

I know we have reviewed a lot over these last three blog posts. Please feel free to reach out to me with any questions at rheipp@schoolhealth.com.  There is not any “one-size-fits-all” to switch selection, AAC usage, or even specialized devices. We should always base our recommendations on the SETT framework and seek to enhance the lives of our individuals.

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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