1. Assistive Technology: Using Switch-activated Toys and Devices for Preschool Children With Motor Impairments An Instructional Module for Special Educators and School Support Staff Jayne Omori University of Hawaii at Manoa Honolulu, Hawaii, USA Spring 2009

2. Background My first student with motor impairment Professional Development 12-week course Interest in learning and sharing Create Web-based resource Specific to student needs Free and on-demand Eventually expand to parents

3. Relevant Research Special educators are left in a position to make AT decisions in relative isolation (Marino, Marino, & Shaw, 2006). Training and support influences confidence, and confidence can affect the level of ability in delivering instructional strategies that affect student learning (Moore & Wilcox, 2006).

4. What is switch-activated AT?

6. Why switch-activated AT? Gain motor control at young age for future independence (Besio, 2002). Vary toys, devices, and switches, and “exploit” activities often (Ashton & Johnston, 2003).

7. Project Purpose 1. Design and evaluate the effectiveness of a Web-based instructional module for special educators, which focuses on switch-activated toys and devices for preschool students with motor impairments.

8. Project Purpose 2. Evaluate the effect the Web-based instructional module had in increasing special educators’ confidence to implement switch-activated toys and devices with their preschool students who have motor impairments.

9. Web-based Instructional Module

10. Data Collection: Survey Monkey URL http://www.surveymonkey.comhttp://www.surveymonkey.com

11. Contents, Features, Links

12. Prototype Module Testing Test Audience 8 participants from 3 elementary schools 13 students from UHM COE SpEd class 17 participants after elimination process

13. Pre- and Posttest Data 100% Learn and Play for both pre/posttests 100% Switches, Toys & Devices, AT Preschool Large gains in Switch Activation & Positioning Small gains – insufficient, unclear information

14. More Quantitative Data Attitudinal Survey (12 Likert Questions) Design, Understanding Content, Confidence No strongly disagree 3 disagree in positioning question 2 disagree in graphics, cause/effect, benefits of switch-activated AT

15. Qualitative Data Attitudinal Survey - positives format and pictures were excellent “reflections helped bring it home” it didn’t require too much time to complete clear and concise very informative and helpful “Great introductory unit… but I was already familiar with the concepts…”

16. Qualitative Data Attitudinal Survey – considerations not enough visuals create a direct link back to module

17. Informal Conversations Free access of the information they needed. Access the site in privacy of their own homes and at their own time, place, and pace. Prefers this method of receiving information as a busy teacher and mother of youngsters. Liked the interactivity and immediate feedback the embedded tests provided. Enjoyed reading about my personal experiences.

18. Summary Design of this instructional module was effective and most participants gained information from its use. Increased teachers’ confidence using switch-adapted toys and devices.

19. Future Implications Refine module and surveys Based on data and feedback Share module Parents, Island, State DOE Create similar modules AT in other areas of disabilities Subject Matter Experts

20. Questions? Contact Info jhomori@hawaii.edu Final Comments URL http://www2.hawaii.edu/~jhomori/SAT&D_index.htmlhttp://www2.hawaii.edu/~jhomori/SAT&D_index.html