Overview

Somewhere between using a switch to activate a simple toy and using a switch to access a computer or tablet, there are everyday classroom experiences of our students who use switches. This session will focus on ways to increase the number of ways that students who use switches can participate in meaningful and engaging ways. From switch-activated scissors to playing games with peers, this session will look at how to ensure your students are an active part of their classroom. Leave this session with ways to make switch use meaningful and ideas for keeping switch activities accessible in your classroom.

Learning Objectives

1. Identify at least three types of switches that can be used in the classroom.
2. Discuss at least three ways that increasing the availability of switches and switch-activated activities can benefit the student who uses switches to access their learning environment.
3. Identify at least five classroom activities other than providing a response that a switch can provide access to.

Strand(s)

Assistive Technology for Physical Access and Participation

Target Audience

AT Specialists; Consultants/Trainers; Curriculum and Instruction; Educators; Occupational Therapists; Paraprofessionals; Rehabilitation Counselor; Speech-Language Pathologists; Special Education Educators

Experience Level

Intermediate

Primary Life Cycle Addressed

Elementary - Secondary (K-12)

Session Delivery Format

In-person presentation with recording

Course Schedule

This course was given at the ATIA 2024 Conference on Thursday, January 25 from 2:15 PM - 3:15 PM (EST)

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

This course is offered for the following CE Provider Credits:
ACVREP; AOTA; ASHA; CRC; IACET
For: 0.10 CEU Units or 1.0 CEU Hours

Speaker/s:

Cassie Frost, MSEd, ATP

Disruptive Teaching, Assistive Technology Specialist/Behavior Specialist

Biography

Cassie Frost, MSEd, ATP has been in the special education field for eighteen years as a special education teacher, Assistive Technology Professional, and consultant. She has specialized in utilizing technology with students who struggle with emotional and behavioral disabilities, autism, and behaviors resulting from intellectual or learning disabilities. Cassie serves on the WI Assistive Technology Advisory Council, is the President of the Wisconsin Council for Exceptional Children, is a RESNA-certified Assistive Technology Professional, and is an ISTE-certified educator. She enjoys working with others to find creative solutions and ways for all students to succeed. She presents at the regional and national levels about technologies that enable student access and engagement.

Relevant Financial Relationship: Yes
I receive a salary as a consultant for independent contractor work as well as fees from speaking/teaching.

Relevant Non-Financial Relationship: No