On May 16th, Communication Works 2025 brought together over 130 delegates to New Bridge Academy in Oldham for a vibrant day of learning, networking, and innovation in assistive technology and AAC. This years event saw an increase in attendance from previous years, with a strong showing from speech and language therapists, teachers, assistive technologists, and parents.
The day began with a powerful keynote from Laura Brown, who shared a moving account of her non-speaking autistic son’s journey, offering a heartfelt perspective that resonated with many. Her talk challenged prevailing misconceptions about AAC and special educational needs, and highlighted the urgent need for improved awareness and training among educators and healthcare professionals to include early introduction of AAC, emphasizing its critical role in enabling communication from the very beginning. To learn more about Laura as she supports her son on his AAC journey follow her on social media under the handle @SpinningWordofAutism.
Feedback from both attendees and suppliers was overwhelmingly positive, praising the event as “inspirational,” “informative,” and “a fantastic day overall.” The exhibition hall, presentations, and networking opportunities were especially valued, with many highlighting the importance of student involvement and the hands-on learning experiences.
As we look ahead, we’re grateful for the community’s continued support and feedback. Communication Works remains a vital space for sharing ideas, showcasing innovation, and empowering those who support individuals with complex communication needs.
See you in 2026!
<div class="rounded-img alignleft size-full wp-image-110957"><a href="https://backend.acecentre.org.uk/wp-content/uploads/2025/06/CW25-collage.png"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/06/CW25-collage.png" alt="" width="2000" height="1600" /></a></div>
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Top from from left: Laura Brown delivering the keynote speech, Jake Rourke from Jabbla UK speaking to delegates in the exhibition, Sam McNeilly and Michael Ritson from Ace Centre presenting with Stephen Newport from New Bridge Academy
Middle from left: Communication Works banner at the entrance of New Bridge Academy, the audience listening to the welcome and keynote speeches
Bottom from left: a queue of attendees being welcomed to the exhibition, Sam Cock from Aventido speaking to delegates in the exhibition, Fil McIntyre from NatSpec Techability presenting

On May 16th, Communication Works 2025 brought together over 130 delegates to New Bridge Academy in Oldham for a vibrant day of learning, networking, and innovation in assistive technology and AAC. This years event saw an increase in attendance from previous years, with a strong showing from speech and language therapists, teachers, assistive technologists, and…

Reflecting on Communication Works 2025

<h2>OTs in Education: An Assistive Technology Focus </h2>
Occupational Therapists (OTs) play a vital role in educational settings, supporting learners across a wide range of needs—from seating and positioning, to feeding support and sensory integration. You may be familiar with OTs implementing handwriting programmes, but what happens when a learner cannot use a pen? 
There are many ways to “write” that don’t involve holding and manipulating a pen. One alternative is assistive technology (AT), which enables learners to record their work using computers, tablets, or other digital tools. 
You can also do this via paper-based methods, often referred to as alternative pencils. Learn more about them from the <a href="https://www.med.unc.edu/healthsciences/clds/alternative-pencils/">Center for Literacy and Disability Studies</a>. 
<h2>Why Should OTs Be Involved in AT for Recording? </h2>
OTs bring a unique and holistic perspective to the assessment and implementation of technology for recording. They focus not only on the child’s physical and cognitive abilities, but also on the environment and task demands. A key tool used is activity analysis, defined by the Royal College of Occupational Therapists (RCOT, 2024) as: 
“A process used by Occupational Therapists to understand the demands of an activity and how it can be matched or adapted to an individual’s abilities, needs, and goals.” 
<h3>OT Contributions to AT for Recording</h3>
Assessment of Physical and Cognitive Abilities
OTs evaluate: 
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="1" data-aria-level="1">Motor skills: fine motor control, strength, coordination </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="2" data-aria-level="1">Access methods: keyboard, touch screen, switch access </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="3" data-aria-level="1">Cognitive processing: attention, memory, executive functioning </li>
</ul>
 Access Solutions and Adaptations
OTs assess the learner’s ability to use different tools and interfaces, such as: 
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="2" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="1" data-aria-level="1">Keyboards </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="2" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="2" data-aria-level="1">Joysticks </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="2" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="3" data-aria-level="1">Switches </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="2" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="4" data-aria-level="1">Eye gaze systems </li>
</ul>
We also help adapt interfaces to reduce cognitive load and improve usability. 
 Task and Environment Modification
OTs support: 
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="3" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="1" data-aria-level="1">Adapting classroom tasks (e.g. using mind mapping tools to organise thoughts) </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="3" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="2" data-aria-level="1">Promoting good posture and positioning for optimal control and comfort </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="3" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="3" data-aria-level="1">Supporting sensory regulation through environmental adjustments and targeted strategies (e.g. sensory breaks and self-soothing techniques) </li>
</ul>
 Promoting Independence and Engagement
An OT&#8217;s goal is to empower learners with tools that foster confidence and independence in their education. 
<h2>Case Example: Noah’s Story </h2>
As a Senior AAC Consultant at Ace Centre, I worked with Noah, a learner with Cerebral Palsy affecting all four limbs. Noah’s goal was to write stories in class independently. 
<h3>Challenges </h3>
Noah experienced high muscle tone, which impacted his ability to use standard computer access methods. He controlled his powered wheelchair using a joystick, and alternative methods like eye gaze and voice control were effortful and impacted his posture. 
<h3>Assessment and Solution </h3>
Through collaborative assessment with his teacher and family, we trialled various access methods. Noah’s most accurate and efficient method was using his wheelchair joystick, which allowed him to rest his arm comfortably. 
We provided Noah with an integrated Bluetooth joystick that replaced his original one. This joystick allowed him to: 
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="1" data-aria-level="1">Drive his wheelchair </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="2" data-aria-level="1">Access his phone </li>
</ul>
<ul>
<li aria-setsize="-1" data-leveltext="" data-font="Symbol" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}" data-aria-posinset="3" data-aria-level="1">Use his Windows-based school computer </li>
</ul>
Noah could switch between devices using a button on the joystick, giving him seamless control and greater independence. Noah was able to use the joystick to use specialist software with an onscreen keyboard, which also allowed him to add voice notes for later. As we left, Noah was creating a story for English class. 
<div class="rounded-img wp-image-111539 aligncenter"><a href="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Noah.jpg"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Noah.jpg" alt="Noah seated in a wheelchair is using an assistive joystick device to interact with his computer. In front of him is a table with a laptop displaying an on-screen keyboard and a tablet with red cables. The setting appears to be an office or classroom with shelves containing colorful folders in the background." width="396" height="296" /></a></div>
<h3>Final Thoughts </h3>
OTs are essential members of the multi-disciplinary team when considering assistive technology for recording in education. Our holistic approach, grounded in activity analysis and clinical reasoning, ensures that learners are supported in ways that are meaningful, functional, and empowering. 
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Written by Sam McNeilly, a Senior AAC Consultant and who has worked for Ace Centre for the past ten years. She is an Occupational Therapist by background. As part of the Ace Centre team, Samantha has co-ordinated the “<a href="https://acecentre.org.uk/resources/developing-aac-policies-schools">AAC Policy: A Guide to Developing an Effective AAC Policy in Education Settings</a>” and presented at a number of conferences including Communication Works, Communication Matters and ATIA (Assistive Technology Industry Association). Samantha has a particular interest in complex access solutions, using technology to support learning in the classroom (she often has a switch to hand!), and using AAC to support our younger clients to participate in play activities.

OTs in Education: An Assistive Technology Focus Occupational Therapists (OTs) play a vital role in educational settings, supporting learners across a wide range of needs—from seating and positioning, to feeding support and sensory integration. You may be familiar with OTs implementing handwriting programmes, but what happens when a learner cannot use a pen? There are many…

OTs in Education: An Assistive Technology Focus 

<h2>Measuring Activation Forces of Button Switches to Support Clinical Practice</h2>
Natasha Kay, AAC Consultant and Occupational Therapist at Ace Centre, recently completed a project and presented a poster at the Occupational Therapy Show in 2025, focused on the measured activation forces of a selection of switches. Read more about her project below.
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**Resources:** [<a href="https://acecentreuk.sharepoint.com/:x:/s/AnonymousShares/EVnjhBBfMfBJn4MeI391Cn4BaMJbsKd4029qIP4VRvIVug">Access the dataset</a>] | [<a href="https://acecentreuk.sharepoint.com/:b:/s/AnonymousShares/ES9yrTGsGNhNiuSX703XqPQBrbGszAjesaJ5K-cObRJcsg?e=xIIz8Y">Open the poster</a>]
Switches are one of many ways people with physical difficulties can access technology. Switches can be used to access everything from toys and computers, to communication aids and environmental controls (Cook &amp; Polgar, 2020). Successful switch use often relies on having the right switch in the right position.
One important factor when exploring switches is the activation force — the amount of effort needed to press the switch. This can vary between different switches as well as across different areas of the same switch.
If the activation force needed is too high, people may get tired or be unable to use the switch consistently. If it’s too low, people with tremors or involuntary movements may press the switch accidentally (Simpson, 2013). For example, someone with Motor Neurone Disease may benefit from a lighter touch switch that reduces effort, while someone with a tremor or Cerebral Palsy may need a heavier touch switch that resists accidental activations.
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Why This Matters
Manufacturers often publish activation force figures, but these aren’t always accurate. They may not include the switch casing, and the force can change depending on where the switch is pressed (centre vs edge). Without reliable data we&#8217;re often left guessing, and trying various switches until something works.
Through this project I wanted to measure the activation forces of a wide range of commonly used button switches and make the results openly available.
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How Activation Force was Measured
For the project, I adapted a method used for testing mechanical keyboards. I connected the switch to a switch tester, placed it on a kitchen scale and reset the scale to zero (so it would only measure the force of pressing, not the weight of the switch itself), pressed lightly until the switch activated, and recorded the weight in grams. Each switch was tested three times at both the centre and the edge, and the average force was calculated. This captured the small differences that can make a big difference for clients.
I set out to test a variety of common button switches, with the aim of creating a dataset that can directly support clinical decision-making. While my measurements of activation force may not be fully accurate, they do allow for comparison between switches and centre/edge forces, as all included switches were all tested in the same manner.
<div class="rounded-img alignnone wp-image-111598"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Yellow-Smoothie-on-scale-scaled.jpg" alt="" width="564" height="423" /></div>
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Results and Findings
The measurements showed considerable differences between measured activation forces and manufacturer specifications, as well as clear variation between pressing the centre and edge of the same switch.
Large discrepancies from manufacturer data:
<ul>
<li>Petite Pillow switch: ~109 g on average — over three times higher than the stated 30 g. This could be due to the thick layer of foam which needs to be compressed before the switch can be activated.</li>
<li>Microlight switch: ~20 g — around double the published 10 g. As the force required is so light this is unlikely to be noticeable for clients, but is still a significant finding.</li>
<li>Mini Cup switch: ~205 g compared with a listed 130 g — about 60% higher. This difference could make it very challenging to use, especially given the small size of this switch.</li>
<li>Pal Pad: A lot of variability between tests (44–139 g) despite an official figure of 34 g. This inconsistency could be frustrating for a client as the switch may not always respond to the same force and movement.</li>
</ul>
Differences across a single switch surface:
<ul>
<li>Buddy Button: ~110 g at the centre but only ~57 g at the edge — nearly half the force.</li>
<li>Jelly Bean: ~66 g at the centre vs. ~28 g at the edge — over 50% less force.</li>
<li>Egg Switch: ~443 g at the centre compared to ~296 g at the edge — a 33% reduction.</li>
</ul>
<ul>
<li>These findings show that edge presses typically require less force. This was consistent with my expectations, but useful to have clearly reflected in the data. It also has clear implications for clinical practice, namely for considering the location and position of a switch. If less force for activation would be beneficial, can the switch be positioned to be activated on the edge rather than the centre.</li>
</ul>
Switches close to expectations: 
Some switches, such as the Piko and Smoothie, closely matched manufacturer specifications.
All results are available in an open dataset, giving everyone access to measured activation force data which could be useful when comparing switches and making decisions about which switches to trial and use.
<div class="rounded-img alignnone wp-image-111601"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Graph-scaled.png" alt="" width="727" height="345" /></div>
<div class="rounded-img alignnone wp-image-111599"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Pivot-Table.png" alt="" width="728" height="507" /></div>
<div class="rounded-img alignnone wp-image-111600"><img decoding="async" src="https://backend.acecentre.org.uk/wp-content/uploads/2025/11/Table.png" alt="" width="199" height="344" /></div>
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Real-World Example
Shortly after finishing the project, I was able to use the data in practice. I was working with a client who had a Buddy Button switch (around 111 g force), and he was having trouble consistently activating it. Switching to a Jelly Bean switch (around 66 g) made activation much easier and more reliable. Having the information on the switch activation forces meant I could do a straight swap to a lighter touch switch, and there was no need to try various switches to find an easier option. Changing the switch was a small adjustment that made a big impact, and gave the client a consistent way to access his device.
Impact on Clinical Practice
Through this project, I hope to help clinicians feel more confident when exploring and using switches with their clients. Here are some ways I hope this dataset helps:
<ul>
<li>Evidence-based decision-making: Clinicians can use the activation forces data to support their decision-making on which switches to use and try.</li>
<li>Better outcomes: By having comparable information on the activation force of different switches, therapists are better able to match switches to clients’ physical abilities and reduce fatigue and accidental activations.</li>
<li>Interdisciplinary collaboration: The dataset can be useful for Occupational Therapists, Physiotherapists, Assistive Technology specialists, Speech and Language Therapists, Educators, and anyone else involved in trialling and using switches.</li>
<li>Awareness and education: Sharing this project raises awareness of switch access and the range of switches available, and encourages Occupational Therapists and other clinicians to consider switches when completing their access assessments.</li>
</ul>
Practical Tips for Clinicians
<ul>
<li>Start with the client: Look at strength, movement patterns, and consistency of a movement. A switch can be activated with any reliable body movement, such as a hand, finger, head, or knee.</li>
<li>Test different points: Activation force often varies across the switch surface, and the edge may be easier than the centre. Consider the position of the switch and the movement, and which part of the switch is being activated.</li>
<li>When testing switches with a client: A simple way to hold a switch in any position is by attaching it to a wooden spatula (or similar) with Velcro. This allows the switch to be moved into any position without fingers getting in the way, and also allows the switch to be moved away slightly to support with learning switch scanning skills.</li>
<li>Use the data: Check the open dataset to guide switch choice, especially when considering the need for a switch with a lower or higher activation force.</li>
<li>Record and review: Note which switch and body part are used, and share with the wider team to support consistency and skill development.</li>
<li>Explore our <a href="https://acecentre.org.uk/resources/switch-assessment-planning-framework-individuals-physical-disabilities">Switch Assessment and Planning Framework</a>. This is currently being updated, and we are hoping to have a new version available in 2026.</li>
<li>Explore our work with CENMAC on <a href="https://cenmac.com/resources/developing-switch-skills/https:/cenmac.com/resources/developing-switch-skills/">FUNctional Switching</a> for practical activity ideas to support switch skill development.</li>
<li>You can also learn more about Switch Access through our <a href="https://acecentre.arlo.co/w/events/4-access-methods-switch">self directed learning module</a></li>
</ul>
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Next Steps
I hope to expand the dataset to include other factors, starting with switch travel (the distance the switch must be pressed before it activates). I would also like to continue testing new switches as they become available. I am open to suggestions for any switches which are not part of the dataset, and any other features that would be useful to have included.
Access the Dataset
All activation force measurements are available in an open-access spreadsheet, including raw data, a comparative graph, and a pivot table for easy comparison. <a href="https://acecentreuk.sharepoint.com/:x:/s/AnonymousShares/EVnjhBBfMfBJn4MeI391Cn4BaMJbsKd4029qIP4VRvIVug">Follow the link to explore the data.</a>
Conclusion
By measuring the activation force of a range of switches and making the results openly available, my goal was to support clinicians with their switch selections. I also hope this project highlights the versatility of switches as an access method, and their benefits for increasing people’s independence and communication.
References
<ul>
<li>Cook, A. M., &amp; Polgar, J. M. (2020). Assistive technologies: Principles and practice (5th ed.). Elsevier.</li>
<li>Simpson, R. C. (2013). Computer access for people with disabilities: A human factors approach. Taylor &amp; Francis Group.</li>
</ul>
Written by Natasha Kay, Occupational Therapist and AAC Consultant at Ace Centre

Measuring Activation Forces of Button Switches to Support Clinical Practice Natasha Kay, AAC Consultant and Occupational Therapist at Ace Centre, recently completed a project and presented a poster at the Occupational Therapy Show in 2025, focused on the measured activation forces of a selection of switches. Read more about her project below.   **Resources:** [Access…

Measuring Activation Forces of Button Switches to Support Clinical Practice

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