School special needs student seat structure

Abstract

The utility model relates to the field of seat structure, especially to a seat structure for special needs students in school, including chair foot, chair face and chair back, the chair face upside and downside are connected with chair back and chair foot respectively, the chair face is inclined to the chair back, the first included angle of the virtual plane of the extension of the chair face plane side to the chair back and the ground is acute angle, the second included angle of the side of the chair foot close to the chair back and the ground and the first included angle are mutual, through the design of the inclined chair face, the gravity of the student sitting posture can be changed, so that it is inconvenient to get up and leave the seat, reduces the problem behavior frequency, helps the autism student to participate in the learning activity better, through the mutual design of the included angle of the chair face and the ground and the included angle of the chair foot and the ground, the stability of the seat structure is ensured.

Description

Technical Field

[0001] This utility model relates to the field of seat structure, and in particular to a seat structure that integrates special needs student seats in schools. Background Technology

[0002] Inclusive schools provide a learning environment for children with special needs to learn alongside typically developing children. Taking children with autism spectrum disorder (ASD) as an example, sensory impairments are very common in ASD individuals. These impairments can lead to abnormal responses to environmental stimuli, resulting in a range of problem behaviors. Problem behaviors are atypical responses of autistic students to environmental challenges and are usually closely related to their sensory processing methods.

[0003] For example, proprioceptive dysfunction can cause behavioral problems in autistic students. Proprioceptive dysfunction makes it difficult for them to perceive their own body position and movement, leading to unstable posture, falls, or collisions. Furthermore, they may experience difficulties with fine motor skills or coordination. To satisfy proprioceptive input, students may exhibit hyperactive behaviors such as constantly moving around, jumping, rocking back and forth, or bumping into desks and chairs. They may also seek sensory input through self-stimulatory behaviors such as shaking their bodies or forcefully slapping the table. These problematic behaviors not only affect the pace of teaching in the classroom but also impact other students. Utility Model Content

[0004] The technical problem to be solved by this utility model is to provide a school special needs student seat structure that improves the phenomenon of students with autism leaving their seats and walking around due to problem behaviors.

[0005] To solve the above-mentioned technical problems, the technical solution adopted by this utility model is as follows: a school special needs student seat structure, including chair legs, chair seat and chair back, the chair seat is connected to the chair back and chair legs respectively on the upper and lower sides, the chair seat is inclined towards the chair back, and the virtual plane extending from the side of the chair seat facing the chair back forms an acute angle with the ground; the second angle between the side of the chair legs near the chair back and the ground is complementary to the first angle.

[0006] Furthermore, a storage compartment is provided under the seat, the storage compartment including a fixed frame and a drawer, the drawer being slidably disposed within the fixed frame.

[0007] Furthermore, the storage compartment is detachably located under the seat.

[0008] Furthermore, the chair legs are adjustable along their length.

[0009] Furthermore, the chair leg includes a fixed sleeve and a movable sleeve, the movable sleeve being fitted inside the fixed sleeve and connected to the chair surface; the movable sleeve has multiple adjustment holes along its length, and the fixed sleeve has fixed holes corresponding to the adjustment holes; the fixed holes and the corresponding adjustment holes are fastened together by bolts.

[0010] Furthermore, handles are provided on both sides of the chair surface.

[0011] Furthermore, the chair legs, backrest, and handles are an integral structure.

[0012] Furthermore, the chair legs include two front chair legs and two rear chair legs, both of which extend towards the upper side of the chair surface; one end of the extended front chair leg connects with the adjacent rear chair leg to form a handle; the portions of the two rear chair legs located above the chair surface connect to form a chair back.

[0013] Furthermore, a transparent panel is provided on the chair back, and an installation gap is provided between the transparent panel and the chair back.

[0014] Furthermore, it also includes a base, which is I-shaped and has two vertical seats and a horizontal seat connected to the vertical seats; the chair legs are connected to the vertical seats.

[0015] The beneficial effects of this utility model are as follows: by designing an inclined chair surface, the center of gravity of the student's sitting posture can be changed, making it difficult for them to get up and leave their seat, reducing the frequency of problem behaviors, and helping autistic students to participate in learning activities better; by designing complementary angles between the chair surface and the ground and between the chair legs and the ground, the stability of the seat structure is ensured. Attached Figure Description

[0016] Figure 1 This is a structural diagram of a school-specific student seating structure according to a specific embodiment of the present utility model;

[0017] Figure 2 This is a structural schematic diagram from another perspective of the integrated school special needs student seat structure, which is a specific embodiment of this utility model.

[0018] Figure 3 This is a side view of the integrated school special needs student seat structure according to a specific embodiment of this utility model;

[0019] Figure 4 This is a front view of the integrated school special needs student seat structure according to a specific embodiment of this utility model;

[0020] Figure 5 This is a top view of the integrated school special needs student seat structure according to a specific embodiment of this utility model;

[0021] Label Explanation:

[0022] 1. Chair legs; 11. Fixed sleeve; 12. Moving sleeve; 2. Chair seat; 3. Chair back; 4. Handle; 5. Base; 6. Storage compartment. Detailed Implementation

[0023] To explain in detail the technical content, objectives, and effects of this utility model, the following description is provided in conjunction with the embodiments and accompanying drawings.

[0024] Please refer to Figures 1 to 5 A special student seating structure for schools includes chair legs 1, chair seat 2, and chair back 3. The chair seat 2 is connected to the chair back 3 and chair legs 1 on its upper and lower sides, respectively. The chair seat 2 is inclined towards the chair back 3. The virtual plane extending from the side of the chair seat 2 facing the chair back 3 forms an acute angle with the ground. The second angle between the side of the chair leg 1 near the chair back 3 and the ground is complementary to the first angle. The chair leg 1 is adjustable along its length.

[0025] As can be seen from the above description, the beneficial effects of this utility model are as follows: by designing the inclined seat surface 2, the center of gravity of the student's sitting posture can be changed, making it difficult for them to get up and leave the seat, reducing the frequency of problem behaviors, and helping autistic students to participate in learning activities better; by designing the complementary angles between the seat surface 2 and the ground and between the chair legs 1 and the ground, the stability of the seat structure is ensured.

[0026] Furthermore, a storage compartment 6 is provided on the underside of the seat 2. The storage compartment 6 includes a fixed frame and a drawer, and the drawer is slidably disposed within the fixed frame.

[0027] As can be seen from the above description, by designing the storage compartment 6 under the seat 2, the space between the seat 2 and the legs 1 is made reasonable use; the combination of pull-out drawers and fixed frames makes it convenient for students to use.

[0028] Furthermore, the storage compartment 6 is detachably located on the underside of the seat surface 2.

[0029] As described above, the detachable design of storage compartment 6 allows for customization to meet the diverse tactile needs of autistic students, such as changing or adjusting the texture and color.

[0030] Furthermore, the chair leg 1 is adjustable along its length.

[0031] As described above, the adjustable structure of the chair legs 1 can accommodate students of different heights and ages, and can also be adjusted to suit the comfort of the student's body position and movement, reducing unsuitable stimulus input caused by the same sitting height difference.

[0032] Furthermore, the chair leg 1 includes a fixed sleeve 11 and a movable sleeve 12. The movable sleeve 12 is fitted inside the fixed sleeve 11 and is connected to the chair surface 2. The movable sleeve 12 has a plurality of adjustment holes along its length direction, and the fixed sleeve 11 has a fixed hole corresponding to the adjustment holes. The fixed hole and the corresponding adjustment hole are locked together by bolts.

[0033] As can be seen from the above description, the adjustable design of the chair leg 1 is achieved by the cooperation of the fixing hole of the fixed sleeve 11 and the adjustment hole of the movable sleeve 12.

[0034] Furthermore, handles 4 are provided on both sides of the seat surface 2.

[0035] As can be seen from the above description, the design of handle 4 reduces the inconvenience for students when getting up.

[0036] Furthermore, the chair legs 1, backrest 3, and handle 4 are an integral structure.

[0037] As can be seen from the above description, the design of the chair legs 1, backrest 3 and handle 4 as an integrated structure makes the overall structure of the seat simple and allows for easy and quick assembly.

[0038] Furthermore, the chair legs 1 include two front chair legs 1 and two rear chair legs 1, both of which extend toward the upper side of the seat surface 2; one end of the extended front chair leg 1 is connected to the adjacent rear chair leg 1 to form a handle 4; the portions of the two rear chair legs 1 located above the seat surface 2 are connected to form a backrest 3.

[0039] As can be seen from the above description, the handle 4 is formed by connecting the extended front chair leg 1 and the rear chair leg 1, and the backrest 3 is formed by connecting the extended portion of the rear chair leg 1.

[0040] Furthermore, a transparent plate is provided on the backrest 3, and an installation gap is provided between the transparent plate and the backrest 3.

[0041] As described above, the transparent panel on the chair back 3 allows for the insertion of various graphic symbols within the installation gaps to guide students' operations and help them organize and understand the environment visually.

[0042] Furthermore, it also includes a base 5, which is I-shaped and has two vertical seats and a horizontal seat connected to the vertical seats; the chair legs 1 are connected to the vertical seats.

[0043] As can be seen from the above description, the design of the I-shaped base 5 improves the stability of the seat structure.

[0044] Please refer to Figures 1 to 5 Embodiment 1 of this utility model is as follows:

[0045] A special student seating structure for schools includes chair legs 1, a seat surface 2, a backrest 3, and a base 5. The seat surface 2 is connected to the backrest 3 and chair legs 1 on its upper and lower sides, respectively. The seat surface 2 is inclined towards the backrest 3, and the virtual plane extending from the side of the seat surface 2 facing the backrest 3 forms an acute angle with the ground. The second angle between the side of the chair legs 1 near the backrest 3 and the ground is complementary to the first angle. The chair legs 1 are adjustable along their length. In this embodiment, the first angle is preferably 13 degrees. In this embodiment, the seat surface 2 is made of a soft and breathable material to reduce pressure and discomfort on the skin.

[0046] The chair legs 1 include two front chair legs 1 and two rear chair legs 1, both of which extend towards the upper side of the seat surface 2. One end of each front chair leg 1 connects to an adjacent rear chair leg 1 to form a handle 4, with rounded corners. The two rear chair legs 1 connect above the seat surface 2 to form a backrest 3. The handle 4 and backrest 3 are integrally formed with the chair legs 1, providing excellent structural stability.

[0047] The base 5 is I-shaped, having two vertical seats and a horizontal seat connected to the vertical seats. The front and rear chair legs 1 are respectively connected and fixed to the ends of the two vertical seats. A supporting rib is connected between the rear chair leg 1 and the side of the rear chair leg 1 closest to the backrest 3. According to design requirements, a counterweight can be installed inside the base 5 to further improve structural stability. In this embodiment, silent foot pads are provided at the ends of both vertical seats.

[0048] Both the front and rear chair legs 1 include a fixed sleeve 11 and a movable sleeve 12. The movable sleeve 12 is fitted inside the fixed sleeve 11 and is connected to the seat surface 2. The movable sleeve 12 has multiple adjustment holes along its length, and the fixed sleeve 11 has fixed holes corresponding to the adjustment holes. The fixed holes and the corresponding adjustment holes are fastened together by bolts.

[0049] A storage compartment 6 is provided on the underside of the seat surface 2. The storage compartment 6 includes a fixed frame and a drawer, and the drawer is slidably disposed within the fixed frame. The drawer is slidable towards the side facing the seat surface 2. In this embodiment, the storage compartment 6 is detachably disposed on the underside of the seat surface 2. The storage compartment 6 can be connected and fixed to the metal part on the underside of the seat surface 2 using a fixed frame with a magnetic closure. In other embodiments, the fixed frame and the underside of the seat surface 2 are engaged by a snap-fit ​​mechanism. For example, the underside of the seat surface 2 is provided with a sliding mounting bracket and a rotating fixing member. The two edges of the fixed frame can slide into the underside of the seat surface 2 along the sliding mounting bracket. This sliding engagement can adopt a conventional pull-out structure design, and the fixed frame will not fall off after sliding into the seat surface 2 under the support of the sliding mounting bracket. The sliding mounting bracket is designed with a first locking hole, and the fixed mounting bracket is designed with second locking holes on both sides of its edge. Both the first locking hole on the sliding mounting bracket and the second locking hole on the edge of the fixed mounting bracket have a lateral opening. When the fixed frame and the sliding mounting bracket are slidably assembled, the first locking hole and the second locking hole are opposite each other. At this time, rotating the fixing member causes the fixing member to slide into the first locking hole and the second locking hole along the lateral opening, thereby fixing the fixed frame and the sliding mounting bracket.

[0050] In summary, the integrated school special needs student seat structure provided by this utility model, through the design of the inclined seat surface, can change the center of gravity of the student's sitting posture, making it inconvenient for them to get up and leave the seat, reducing the frequency of problem behaviors, and helping autistic students to better participate in learning activities; through the complementary design of the angle between the seat surface and the ground and the angle between the chair legs and the ground, the stability of the seat structure is ensured.

[0051] The above description is merely an embodiment of this utility model and does not limit the patent scope of this utility model. Any equivalent modifications made based on the content of this utility model specification and drawings, or direct or indirect applications in related technical fields, are similarly included within the patent protection scope of this utility model.

Claims

1. A seating structure for students with special needs in schools, characterized in that, The chair includes a chair leg, a chair seat, and a chair back. The chair seat is connected to the chair back and chair leg on its upper and lower sides, respectively. The chair seat is tilted towards the chair back. The virtual plane extending from the side of the chair seat towards the chair back forms an acute angle with the ground. The second angle between the side of the chair leg near the chair back and the ground is complementary to the first angle.

2. The integrated school special needs student seating structure according to claim 1, characterized in that, The chair seat has a storage compartment on its underside. The storage compartment includes a fixed frame and a drawer, and the drawer is slidably disposed within the fixed frame.

3. The integrated school special needs student seating structure according to claim 2, characterized in that, The storage compartment is detachably located under the seat.

4. The integrated school special needs student seating structure according to claim 1, characterized in that, The chair legs are adjustable along their length.

5. The integrated school special needs student seating structure according to claim 4, characterized in that, The chair leg includes a fixed sleeve and a movable sleeve. The movable sleeve is fitted inside the fixed sleeve and is connected to the chair surface. The movable sleeve has multiple adjustment holes along its length, and the fixed sleeve has fixed holes corresponding to the adjustment holes. The fixed holes and the corresponding adjustment holes are fastened together by bolts.

6. The integrated school special needs student seating structure according to claim 1, characterized in that, The chair seat has handles on both sides.

7. The integrated school special needs student seating structure according to claim 6, characterized in that, The chair legs, backrest, and handles are a single integrated structure.

8. The integrated school special needs student seating structure according to claim 7, characterized in that, The chair legs include two front chair legs and two rear chair legs, both of which extend towards the upper side of the chair surface; one end of each front chair leg connects to the adjacent rear chair leg to form a handle; the two rear chair legs connect at the portion above the chair surface to form a chair back.

9. The integrated school special needs student seating structure according to claim 1, characterized in that, The chair back is provided with a transparent panel, and there is an installation gap between the transparent panel and the chair back.

10. The integrated school special needs student seating structure according to claim 1, characterized in that, It also includes a base, which is I-shaped and has two vertical seats and a horizontal seat connected to the vertical seats; the chair legs are connected to the vertical seats.

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