A size comparison light sensing operation box for children with special needs

Abstract

The utility model relates to the field of teaching tools. In daily teaching, for children with poor eyesight and intellectual disabilities, learning these basic mathematical knowledge is undoubtedly a huge challenge. Due to their own intellectual disabilities and vision problems, these children find it difficult to clearly see the content of real objects or blackboards, so they lack effective ways to understand and learn knowledge, which makes them encounter many difficulties in the process of studying. In order to solve the above problems, the utility model discloses a comparative size light-sensing operation box for children with special needs, including a circular component, a triangular component, a square component and a spherical component placed inside a storage box. This teaching tool with a luminous function not only meets the needs of children with poor eyesight and intellectual disabilities, so that they can clearly see what they have learned, but also can be assembled into larger objects to adapt to the cognitive ability of children with special needs.

Description

Technical Field

[0001] The utility model relates to the field of teaching tools, in particular to a size comparison light-sensing operation box for children with special needs. Background Art

[0002] "Comparing Size" is a common foundational component of the daily mathematics curriculum for children with intellectual disabilities, and this content is crucial. In daily instruction, learning this fundamental mathematics knowledge is undoubtedly a significant challenge for children with poor vision and intellectual disabilities. Due to their intellectual disabilities and vision problems, these children struggle to clearly see physical objects or the blackboard, lacking the means to effectively understand and learn knowledge. This situation presents numerous obstacles in their educational journey.

[0003] These children are relatively weak at understanding abstract concepts. Without concrete ways to help them perceive and understand things, it's difficult for them to achieve the desired learning outcomes through abstract explanations and demonstrations. Therefore, we need to fully integrate the learning and life experiences of these vulnerable children with the teaching experience of teachers to design a teaching method that allows them to vaguely observe and perceive changes in light.

[0004] This approach helps them understand the characteristics of size, gradually developing their learning thinking to a whole new level and laying a solid foundation for them. In the classroom, teachers use light sensors not only to improve their understanding but also to open up new avenues for learning. This allows these children with special needs to go further on their learning path and achieve better all-round development. Utility Model Content

[0005] The technical problem to be solved by the utility model is to overcome the defects of the above-mentioned technologies and provide a comparatively large light-sensing operation box for children with special needs.

[0006] In order to solve the above problems, the utility model discloses a size comparison light-sensing operation box for children with special needs. According to the content of "size comparison" in educational life mathematics, the box is designed with luminous concentric circles, spheres, etc. The brightness of the objects can be adjusted according to the needs of students, and the luminous color of the objects can be changed according to the needs of students. The box includes a circular component, a triangular component, a square component and a spherical component placed inside the box.

[0007] The circular component is composed of a first annular body, a second annular body and a solid circle, wherein the central slot of the first annular body is sleeved with the outer peripheral surface of the second annular body, and the central slot of the second annular body is sleeved with the outer peripheral surface of the solid circle;

[0008] The triangular assembly is composed of a first triangular ring body, a second triangular ring body and a solid triangular body, wherein the central slot of the first triangular ring body is sleeved with the outer peripheral surface of the second triangular ring body, and the central slot of the second triangular ring body is sleeved with the outer peripheral surface of the solid triangular body;

[0009] The square assembly consists of a first square ring body, a second square ring body and a solid square body, the central slot of the first square ring body is sleeved with the outer peripheral surface of the second square ring body, and the central slot of the second square ring body is sleeved with the outer peripheral surface of the solid square body;

[0010] The spherical component consists of a first sphere, a second sphere and a third sphere of different sizes.

[0011] As an improvement, the circular component, triangular component, square component and spherical component are all configured as luminous structures, and the luminous colors of the circular component, triangular component, square component and spherical component can be adjusted according to teaching needs.

[0012] The advantages of this utility model compared with the prior art are:

[0013] This teaching tool with luminous function not only meets the needs of children with poor eyesight and intellectual disabilities, enabling them to clearly see what they are learning, but also can be assembled into larger objects to adapt to the cognitive abilities of children with special needs. By operating such teaching tools, students can learn common shapes, graphics, numbers, etc. in practice, thus laying a solid foundation for further learning.

[0014] Furthermore, this teaching tool helps improve students' hands-on skills, stimulates their interest in learning, and encourages their active participation in classroom activities. During the assembly process, students primarily use their vision and senses, perceiving the shape and size of objects through light stimulation, thus forming a sensory perception. This teaching method not only helps improve students' learning outcomes but also fosters their innovative thinking and practical skills. BRIEF DESCRIPTION OF THE DRAWINGS

[0015] Figure 1 This is a first three-dimensional structural diagram of the present utility model;

[0016] Figure 2 This is a second three-dimensional structural diagram of the present invention;

[0017] Figure 3 It is a top view of the present utility model.

[0018] Figure 1-Figure 2Shown: 1. Circular component, 101. First circular ring, 102. Second circular ring, 103. Solid circle, 2. Triangular component, 201. First triangular ring, 202. Second triangular ring, 203. Solid triangular body, 3. Square component, 301. First square ring, 302. Second square ring, 303. Solid square body, 401. First sphere, 402. Second sphere, 403. Third sphere, 5. Storage box. DETAILED DESCRIPTION

[0019] To make the purpose, technical solutions, and advantages of the embodiments of the present invention more clear, the technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the accompanying drawings of the embodiments of the present invention. Obviously, the described embodiments are only some embodiments of the present invention, not all embodiments. Generally, the components of the embodiments of the present invention described and shown in the drawings herein can be arranged and designed in various different configurations.

[0020] In the description of the embodiments of the present invention, it should be noted that if the terms "center", "upper", "lower", "left", "right", "vertical", "horizontal", "inner", "outer", etc. appear, the orientation or position relationship indicated is based on the orientation or position relationship shown in the accompanying drawings, or the orientation or position relationship in which the product of the utility model is usually placed when in use. It is only for the convenience of describing the utility model and simplifying the description, and does not indicate or imply that the device or element referred to must have a specific orientation, be constructed and operate in a specific orientation. Therefore, it should not be understood as limiting the present invention. In addition, the terms "first", "second", "third", etc. are only used to distinguish the description and should not be understood as indicating or implying relative importance.

[0021] Furthermore, the use of terms such as "horizontal," "vertical," and "overhanging" does not necessarily imply that the component must be absolutely horizontal or overhanging, but rather that it can be slightly tilted. For example, "horizontal" simply means that its direction is more horizontal than "vertical," not that the structure must be completely horizontal, but rather that it can be slightly tilted.

[0022] In the description of the embodiments of the present invention, “a plurality of” means at least 2.

[0023] In the description of the embodiments of the present invention, it should be noted that, unless otherwise expressly specified or limited, the terms "disposed," "installed," "connected," and "connected" should be understood in a broad sense. For example, they can refer to fixed connections, detachable connections, or integral connections; they can refer to mechanical connections or electrical connections; they can refer to direct connections or indirect connections through an intermediate medium; and they can refer to internal connections between two components. Those skilled in the art will understand the specific meanings of the above terms in the present invention based on specific circumstances.

[0024] The following is a further detailed description of the light-sensing operation box for children with special needs according to the present invention with reference to the accompanying drawings.

[0025] Combined with attachment Figure 1-Figure 3 , a size comparison light-sensing operation box for children with special needs, comprising a circular component 1, a triangular component 2, a square component 3 and a spherical component placed inside a storage box 5;

[0026] The circular component 1 is composed of a first annular body 101, a second annular body 102 and a solid circle 103. The central slot of the first annular body 101 is sleeved with the outer circumference of the second annular body 102, and the central slot of the second annular body 102 is sleeved with the outer circumference of the solid circle 103.

[0027] The triangular assembly 2 is composed of a first triangular ring body 201, a second triangular ring body 202 and a solid triangular body 203. The central slot of the first triangular ring body 201 is sleeved with the outer circumference of the second triangular ring body 202, and the central slot of the second triangular ring body 202 is sleeved with the outer circumference of the solid triangular body 203.

[0028] The square assembly 3 is composed of a first square ring body 301, a second square ring body 302 and a solid square body 303. The central slot of the first square ring body 301 is sleeved with the outer peripheral surface of the second square ring body 302, and the central slot of the second square ring body 302 is sleeved with the outer peripheral surface of the solid square body 303.

[0029] The spherical assembly is composed of a first sphere 401, a second sphere 402 and a third sphere 403 of different sizes.

[0030] As a preferred implementation scheme of this embodiment, the circular component 1, triangular component 2, square component 3 and spherical component are all configured as luminous structures, and the luminous colors of the circular component 1, triangular component 2, square component 3 and spherical component can be adjusted according to teaching needs.

[0031] In a specific implementation, the light-sensing operation box for children with special needs can help children with special needs to exercise their spatial perception, shape recognition, and hand-eye coordination abilities during play by providing components of different shapes and colors. Furthermore, by combining different components, various interesting activities can be created to improve children's hands-on and thinking abilities.

[0032] In addition, the color of each component can also be adjusted according to teaching needs, which can not only enhance children's color recognition ability, but also help them better understand different concepts through the combination of different colors.

[0033] From the above description, we can see that the design of the utility model not only takes into account the needs of children with special needs, but also fully reflects the fun and innovation of education.

[0034] Furthermore, the design of this light-sensing operating box can also take into account the usage habits and environments of children with special needs. For example, if a child with special needs has weaker hand strength, a softer material, such as silicone, could be chosen to reduce pressure on their hands. Furthermore, to make the operating box more convenient to carry, it can be designed to be portable, easily slipping into a backpack or handbag for use anytime, anywhere.

[0035] The manipulative boxes can be combined in different ways to create various activities for both educational and entertainment purposes. For example, children can exercise their imagination and creativity by combining circular, triangular, square, and spherical components. Alternatively, they can open the manipulative box in the dark and touch the components to perceive the shapes and colors of objects, thereby exercising their tactile and visual abilities.

[0036] Overall, this light-sensing manipulation box for children with special needs not only has excellent educational value but also brings more fun to the lives of children with special needs. Its appearance undoubtedly provides new possibilities for the education and rehabilitation of children with special needs.

[0037] In practical applications, there are several ways to guide children with special needs to use this light-sensing operation box:

[0038] Demonstration method: Teachers or other professionals can guide children with special needs on how to use the operation box by demonstrating the correct operation steps and methods. In the beginning, they can demonstrate step by step until the child can complete the whole process independently.

[0039] Demonstration-imitation method: Teachers or other professionals can perform the action first and then guide children with special needs to imitate their own actions. This method is suitable for some relatively simple operations.

[0040] Demonstration-Imitation-Correction Method: Before imitating, teachers or other professionals can do it once, and then guide children with special needs to imitate their own movements. After the imitation is completed, teachers can immediately correct their mistakes and let them try again.

[0041] Demonstration-Imitation-Correction-Repetition: This is a more advanced method that combines the previous three methods. The teacher first demonstrates, then asks the children to imitate, then corrects their mistakes, and finally lets them try again and again until they succeed. This method is suitable for some complex operations.

[0042] In addition to the above operating instructions, a personalized usage plan can be developed based on the specific circumstances of children with special needs so that they can use the operation box more effectively. For example, for some visually impaired children, touch can be used to operate without relying on seeing things; for some children with weak hand strength, soft materials can be used to reduce the pressure on the hands.

[0043] Overall, this light-sensing manipulative box for children with special needs is a very creative product that can bring more possibilities to the learning and life of children with special needs. By using this manipulative box, we can expect to see more talented children with special needs learning happily and realizing their self-worth.

[0044] The above description of the present invention and its embodiments is non-limiting. The drawings show only one embodiment of the present invention, and the actual structure is not limited thereto. In short, if a person skilled in the art is inspired by the above, and does not deviate from the purpose of the present invention, without inventive design, a structure and embodiment similar to the technical solution should fall within the scope of protection of the present invention.

Claims

1. A light-sensing operation box for comparing sizes for children with special needs, characterized by: It comprises a circular component (1), a triangular component (2), a square component (3) and a spherical component which are placed inside a storage box (5); The circular component (1) is composed of a first annular body (101), a second annular body (102) and a solid circle (103); the central slot of the first annular body (101) is sleeved with the outer circumference of the second annular body (102); and the central slot of the second annular body (102) is sleeved with the outer circumference of the solid circle (103); The triangular assembly (2) is composed of a first triangular ring body (201), a second triangular ring body (202) and a solid triangular body (203); the central slot of the first triangular ring body (201) is sleeved with the outer peripheral surface of the second triangular ring body (202); and the central slot of the second triangular ring body (202) is sleeved with the outer peripheral surface of the solid triangular body (203); The square assembly (3) is composed of a first square ring body (301), a second square ring body (302) and a solid square body (303); the central slot of the first square ring body (301) is sleeved with the outer peripheral surface of the second square ring body (302); and the central slot of the second square ring body (302) is sleeved with the outer peripheral surface of the solid square body (303); The spherical component is composed of a first sphere (401), a second sphere (402) and a third sphere (403) of different sizes.

2. The size comparison light sensing operation box for children with special needs according to claim 1, characterized in that: The circular component (1), the triangular component (2), the square component (3) and the spherical component are all configured as luminous structures, and the luminous colors of the circular component (1), the triangular component (2), the square component (3) and the spherical component can be adjusted according to teaching needs.

Images