This article describes a decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities. Guidelines for the following steps of the decision-making process are provided: (a) determining an educationally valid activity; (b) deciding if the activity should be taught directly; (c) deciding if use of a microswitch is an appropriate adaptation; (d) developing and implementing an individualized instructional program, including determining appropriate positions, motor behaviors, types of microswitches, and instructional procedures; and (e) evaluating the effectiveness of a microswitch for accomplishing an educational objective. Examples of individual student programs are used to illustrate the application of these guidelines.
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