A Switch for Education: Utilizing Simplified Microswitch Technology

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Abstract
Special opportunities for growth and development must be provided to enable students with disabilities to develop an increasing degree of control of the environment, including other people and themselves. Therefore, programming must be designed to gradually produce more complex behavior patterns that, in turn, increase a student's capacity to cope with the environment. On the one hand, microswitches can quickly alter a student's involvement in the learning process from that of a passive recipient to that of an active participant. At the same time, microswitches can often enable these same students to experience the feelings of satisfaction and success that come from learning that their actions had some effect on their environments. Therefore, both creativity and effective programming warrant attention to specific opportunities for development. The rate and direction of development, however, can sometimes be significantly modified by utilizing and controlling certain physical, psychological, and social aspects of the environment.

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