Disabled person supporting device, disabled person supporting system, and method for supporting disabled person

Abstract

To provide a disabled person supporting device which can provide a proper method for training.SOLUTION: A disabled person supporting device 1 includes: an input unit 2 for inputting information of a check sheet in which a plurality of contents of questions about the health and life, the exercise and sensation, the recognition and action, the language and communications, and the human relationship and sociability is described; a diagnosis unit 61 for performing a diagnosis on the basis of information input to the input unit 2 and outputting an item to solve preferentially as the result of the diagnosis; a support plan generation unit 62 for generating an individual support plan on the basis of the result of diagnosis performed by the diagnosis unit 61. The contents of the questions described in the check sheet are related to steps of a sensation, a perception, a recognition, and an action in the information processing process of brains. The diagnosis unit 61 outputs a reason for the inability to achieve and a method for training in the item to solve preferentially, in relation to the information processing process of brains.SELECTED DRAWING: Figure 2

Description

[Technical field]

[0001] The present invention relates to an apparatus, a system, and a method for supporting a person with a disability. [Background technology]

[0002] Conventionally, a child development support device that supports the development of disabled children is known (for example, Patent Document 1, etc.). In Patent Document 1, an individual support plan is generated by the child development support device, thereby reducing the personal dependency involved in creating the individual support plan and eliminating the difference in accuracy of the support plan due to the amount of experience. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent No. 6803444 Summary of the Invention [Problem to be solved by the invention]

[0004] In Patent Document 1, the mastery ranking of each skill area on the skill check sheet is simply set based on the number of answers to "no" selected for each question on the skill check sheet. This means that it is not clear in which of the brain's information processing processes - sensation, perception, cognition, or action - the problem to be solved is occurring, and there is a possibility that appropriate training cannot be provided. [Means for solving the problem]

[0005] The disability support device of the present invention comprises an input unit for inputting information on a checklist containing a plurality of questions relating to health and lifestyle, motor and sensation, cognition and behavior, language and communication, and interpersonal relationships and sociality, a diagnosis unit for making a diagnosis based on the information input to the input unit and outputting as diagnostic results items that need to be resolved as a priority in the areas of health and lifestyle, motor and sensation, cognition and behavior, language and communication, and interpersonal relationships and sociality, and a support plan generation unit for generating an individual support plan based on the diagnostic results by the diagnosis unit, wherein the plurality of questions listed on the checklist are associated with the sensory, perceptual, cognition, and action stages in the brain's information processing, respectively, and the diagnosis unit outputs reasons why the items that need to be resolved as a priority cannot be achieved and training methods, in association with the brain's information processing.

[0006] In the present invention, a diagnosis unit is provided that performs diagnosis based on information from a check sheet containing a plurality of questions related to health and life, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality input to an input unit, and outputs items that need to be solved as a priority in health and life, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality as diagnosis results.The diagnosis unit then outputs reasons why items that need to be solved as a priority cannot be achieved and training methods in association with the information processing process of the brain.As a result, the output reasons why items cannot be achieved and training methods are associated with the sensory, perceptual, cognitive, and behavioral stages in the information processing process of the brain, so that an appropriate training method can be provided.

[0007] In the disability support device of the present invention, it is preferable that the diagnostic unit analyzes the diagnostic results at the sensory, perceptual, cognition and action stages of the brain's information processing, and outputs one of the three items, namely, sensory seeking, sensory hyporesponsiveness and sensory hypersensitivity, or a plurality of items according to the category of the checklist, as items that need to be resolved as a priority. In this configuration, the diagnostic unit analyzes the diagnosis results at the sensory, perceptual, cognitive, and behavioral stages of the brain's information processing, and outputs one of the three items, sensation seeking, sensory hyporesponsiveness, and sensory hypersensitivity, or multiple items according to the checklist category, as items that need to be resolved as a priority. As a result, the items output are based on the analysis results at the sensory, perceptual, cognitive, and behavioral stages of the brain's information processing. This makes it possible to provide a more appropriate training method.

[0008] In the disability support device of the present invention, it is preferable that the diagnosis unit outputs, as the item in the motor and sensory aspects that needs to be resolved as a priority, any one of the eight items of muscle tone, posture maintenance, balance, eye correction function, body schema, motor planning, coordinated movement, and rhythmic movement, or a plurality of items according to the categories of the checklist, as items that need to be resolved as a priority. In this configuration, the diagnostic unit outputs one of the eight items, muscle tone, posture maintenance, balance, eye correction function, body schema, movement planning, coordinated movement, and rhythmic movement, or multiple items according to the checklist category, as a motor / sensory item that needs to be resolved with priority. Therefore, it is possible to more appropriately diagnose motor / sensory items that need to be resolved with priority, and to provide an appropriate training method.

[0009] In the disability support device of the present invention, the diagnosis unit outputs, as items that need to be resolved as a priority in terms of manual clumsiness, any one of the seven items of finger strength sense, pinching action, sensory discrimination of fingers, finger separation movement, eye-hand coordination, visual perception, and writing movement (pen operation), or multiple items according to the categories of the checklist, as items that need to be resolved as a priority. In this configuration, the diagnosis unit outputs one of the seven items, namely, sense of finger strength, pinching action, sensory discrimination of fingers, finger separation action, coordination between eyes and both hands, visual perception, and writing action (pen operation), or multiple items according to the category of the check sheet, as an item that needs to be solved with priority in cognition and behavior. Therefore, it is possible to more appropriately diagnose the item that needs to be solved with priority in cognition and behavior, and provide an appropriate training method.

[0010] In the disability support device of the present invention, it is preferable that the diagnosis unit outputs, as the items in the interpersonal relationships and sociality that need to be resolved with priority, one of the five items of self-esteem, emotion control, understanding of rules, attention switching (emotion switching), and other-person perspective, or a plurality of items according to the categories of the checklist. In this configuration, the diagnostic unit outputs one of the five items, self-esteem, emotion control, understanding of rules, attention switching (emotion switching), and perspective of others, or multiple items according to the checklist category, as items that need to be resolved as a priority in human relationships and sociality. Therefore, it is possible to more appropriately diagnose items that need to be resolved as a priority in human relationships and sociality, and provide an appropriate training method.

[0011] In the disability support device of the present invention, it is preferable that the diagnosis unit outputs, as the item in language and communication that needs to be resolved as a priority, one of eight items, namely, pre-language stage (joint attention), vocabulary size, word fluency, instruction comprehension, sentence structure, ability to explain, phonological processing, and articulatory function, or multiple items according to the categories of the checklist. In this configuration, the diagnostic unit outputs one of the eight items, pre-language stage (joint attention), vocabulary size, word retrieval, instruction comprehension, sentence structure, ability to explain, phonological processing, and articulatory function, or multiple items according to the checklist category, as an item that needs to be resolved as a priority in language and communication. Therefore, it is possible to more appropriately diagnose the items that need to be resolved as a priority in language and communication, and to provide an appropriate training method.

[0012] In the disability support device of the present invention, it is preferable that the diagnostic unit outputs, as the item in the cognition and behavior that needs to be solved as a priority, any one of 11 items, namely concentration, eye movement, phonological awareness, decoding, encoding, verbal short-term memory, visual short-term memory, working memory, visual perception, calculation skills, and reading comprehension, or multiple items according to the category of the checklist. In this configuration, the diagnostic unit outputs one of the 11 items, namely concentration, eye movement, phonological awareness, decoding, encoding, reading fluency, verbal short-term memory, visual short-term memory, working memory, visual perception, calculation skills, and penmanship in reading comprehension, or multiple items according to the checklist category, as a cognition / behavior item that needs to be solved with priority. Therefore, it is possible to more appropriately diagnose the cognition / behavior item that needs to be solved with priority, and to provide an appropriate training method.

[0013] In the disability support device of the present invention, it is preferable that the device is provided with a learning unit that learns, as teacher data, the relationship between the multiple questions written on the checklist and the sensory, perceptual, cognition, and action stages in the brain's information processing, and the diagnosis unit outputs, based on the information input to the input unit and the learning results by the learning unit, the reasons why the items that need to be resolved as a priority cannot be achieved and training methods, in association with the brain's information processing. In this configuration, a learning unit is provided that learns the relationship between the multiple questions written on the checklist and the stages of sensation, perception, cognition, and action in the brain's information processing process as teacher data.The diagnosis unit then outputs the reason why the goal cannot be achieved and a training method based on the learning results by the learning unit.As a result, the accuracy of the diagnosis results by the diagnosis unit can be improved by accumulating teacher data.As a result, a more appropriate training method can be provided.

[0014] In the disability support device of the present invention, it is preferable that the support plan generation unit displays a plurality of options for short-term goals, long-term goals, tasks and objectives for improving abilities, and reflects the selected option in the individual support plan. The support plan generation unit displays multiple options for short-term goals, long-term goals, tasks and objectives for improving abilities, so that the user can select from the options the tasks to be reflected in the individual support plan.

[0015] The disability support system of the present invention is a disability support system comprising a terminal device and a server device, wherein the terminal device comprises a terminal input unit for inputting information on a check sheet containing a plurality of questions relating to health and lifestyle, motor and sensation, cognition and behavior, language and communication, and human relationships and sociality, and a terminal output unit for outputting the information on the check sheet to the server device, and the server device comprises a server input unit for inputting the information on the check sheet output from the terminal device, a diagnosis unit for making a diagnosis based on the information input to the server input unit and outputting items that need to be solved as priority items in the health and lifestyle, motor and sensation, cognition and behavior, language and communication, and human relationships and sociality as diagnosis results, and a support plan generation unit for generating an individual support plan based on the diagnosis results by the diagnosis unit, wherein the plurality of questions on the check sheet are associated with the sensory, perceptual, cognition, and action stages in the brain's information processing, respectively, and the diagnosis unit outputs reasons why the items that need to be solved as priority items cannot be achieved and training methods in association with the brain's information processing. In the present invention, the same effects as those described above can be obtained.

[0016] The method for supporting persons with disabilities of the present invention includes an input step of inputting information from a checklist containing a plurality of questions relating to health and lifestyle, motor and sensory aspects, cognition and behavior, language and communication, and interpersonal relationships and social aspects, a diagnosis step of making a diagnosis based on the information input in the input step and outputting as diagnostic results items that need to be resolved as a priority in the areas of health and lifestyle, motor and sensory aspects, cognition and behavior, language and communication, and interpersonal relationships and social aspects, and a support plan generation step of generating an individual support plan based on the diagnostic results output in the diagnosis step, wherein the plurality of questions written on the checklist are associated with the sensory, perceptual, cognition, and action stages in the brain's information processing, respectively, and the diagnosis step outputs reasons why the items that need to be resolved as a priority cannot be achieved and training methods in association with the brain's information processing. In the present invention, the same effects as those described above can be obtained. [Brief description of the drawings]

[0017] [Figure 1] 1 is a schematic diagram showing a schematic configuration of a disability support system according to a first embodiment; [Diagram 2] 1 is a block diagram showing a schematic configuration of a disability support device according to a first embodiment. [Diagram 3] 1 is a flowchart illustrating a method for supporting a person with a disability. [Figure 4] FIG. 13 is a diagram showing an example of an individual support plan output by a support plan generating unit. [Diagram 5] FIG. 11 is a block diagram showing a schematic configuration of a disability support system according to a second embodiment. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0018] [First embodiment] A first embodiment of the present invention will be described with reference to the drawings. FIG. 1 is a schematic diagram showing a schematic configuration of a disability support system 100 according to the first embodiment. As shown in FIG. 1, a disability support system 100 according to this embodiment includes a disability support device 1, a server device 110, and a printer 120. In this embodiment, the disability support device 1 is configured by a portable device such as a smartphone or a tablet PC. The server device 110 is configured as a so-called physical server, and is connected to a display, a mouse, a keyboard, and the like. The printer 120 is a so-called inkjet printer, and is configured to be able to print according to information output from the server device 110.

[0019] [Assistive device for people with disabilities 1] FIG. 2 is a block diagram showing a schematic configuration of the disability support device 1 of this embodiment. As shown in FIG. 2, the disability support device 1 includes an input unit 2, a display unit 3, a storage unit 4, an output unit 5, and a control device 6.

[0020] The input unit 2 and the display unit 3 are integrated into a so-called touch panel, and are configured with a liquid crystal display, etc. The input unit 2 is configured so that a user can input information on a check sheet, which will be described later. It should be noted that the configuration is not limited to the above, and the input unit 2 may be configured as a mouse, keyboard, or the like connected to the disability support device 1, for example.

[0021] The memory unit 4 is composed of non-volatile memory such as a RAM (Random Access Memory) or an SD card, and is configured to store information input via the input unit 2, programs executed by the control device 6, information output from the support plan generation unit 62 described later, etc.

[0022] The output unit 5 is configured as a communication interface that mediates wireless communication (e.g., Bluetooth (registered trademark) or Wi-Fi (registered trademark), etc.). In this embodiment, the output unit 5 is configured to be able to output information related to the individual support plan output from the support plan generating unit 62 to the server device 110.

[0023] The control device 6 is configured with a CPU (Central Processing Unit) and the like, and is configured to be able to execute the programs stored in the storage unit 4. In this embodiment, the control device 6 includes a diagnosis unit 61, a support plan generation unit 62, and a display control unit 63.

[0024] The diagnostic unit 61 is configured to perform diagnosis based on the information input to the input unit 2, and output the items that need to be solved as a priority in health and lifestyle, movement and sensation, cognition and behavior, language and communication, clumsiness, and human relationships and sociality as diagnostic results. The diagnostic method by the diagnostic unit 61 will be described in detail later.

[0025] The support plan generating unit 62 is configured to generate an individual support plan based on the diagnosis result by the diagnosing unit 61. The generation of the individual support plan by the support plan generating unit 62 will be described later in detail.

[0026] The display control unit 63 is configured to control the display of the display unit 3 configured as a touch panel. For example, the display control unit 63 is configured to cause the display unit 3 to display reasons why an item that needs to be solved with priority cannot be achieved and a training method based on the diagnosis result by the diagnosis unit 61.

[0027] [Methods of supporting people with disabilities] Next, a method for supporting a person with a disability in this embodiment will be described with reference to a flowchart shown in FIG. 3, first, a user such as a child development support manager inputs basic information via the input unit 2 (step S1). Examples of basic information to be input include the child's name, guardian's name, date of birth, child disability recipient certificate number, creation date, creator's name, and services used.

[0028] Next, the user inputs checklist information via the input unit 2 (step S2: input step). In this embodiment, the content and number of questions in the checklist vary depending on the age and school of the subject. For example, a checklist for a group of elementary school students attending a local school consists of 165 questions and questions in six categories: cognition and behavior (23 questions), health and lifestyle (28 questions), motor and sensory (50 questions), clumsiness (26 questions), human relationships and sociality (18 questions), and language and communication (20 questions). However, in any case, the checklist contains multiple questions related to health and lifestyle, motor and sensory, cognition and behavior, language and communication, and human relationships and sociality.

[0029] In this embodiment, the questions in the checklist are created with reference to the characteristics and causes of neurodevelopmental disorders, developmental tests, literature, etc. For example, the questions in the checklist are created with reference to the "ELC Simple Screening Test for Reading and Phonological Processing Ability for Children with Reading and Writing Difficulties," "Assessment Tools to Support Children's Development," "Frostig Visual Perception Test," "Tojoji Developmental Test," etc. As a result, the multiple questions written on the checklist are configured to be associated with the sensory, perceptual, cognitive, and behavioral stages in the information processing process of the brain, respectively.

[0030] Next, the diagnostic unit 61 diagnoses the items that need to be solved as a priority in health and lifestyle, motor and sensory, cognition and behavior, language and communication, and human relationships and sociality based on the information input to the input unit 2 (step S3: diagnostic process). The questions in each checklist have multiple elements that need to be achieved, and if they are not achieved, they are output as the diagnostic result. Specifically, the diagnostic unit 61 analyzes the diagnostic results at the sensory, perceptual, cognitive, and action stages of the brain's information processing, and diagnoses one of the three items, sensation seeking, sensory hyporesponsiveness, and sensory hypersensitivity, or multiple items according to the checklist category, as items that need to be resolved as a priority.

[0031] Here, the diagnostic unit 61 diagnoses one of the eight motor and sensory items, namely muscle tone, posture maintenance, balance, eye correction function, body schema, motor planning, coordinated movement, and rhythmic movement, or multiple items according to the checklist category, as items that need to be resolved as a priority in terms of movement and sensation.

[0032] In addition, the diagnostic unit 61 diagnoses one of the seven items, namely, sense of finger strength, pinching action, sensory discrimination of fingers, finger separation movement, coordination between eyes and both hands, visual perception, and writing movement (pen operation), as items that need to be resolved as a priority in terms of manual clumsiness, or multiple items according to the category of the checklist.

[0033] Furthermore, the diagnostic unit 61 diagnoses one of the five items, namely, self-esteem, emotion control, understanding of rules, attention switching (emotion switching), and perspective of others, as items that need to be resolved with priority in human relationships and sociality, or multiple items according to the categories of the check sheet.

[0034] Furthermore, the diagnostic unit 61 diagnoses one of the eight items, namely, the pre-language stage (joint attention), vocabulary size, word fluency, instruction comprehension, sentence structure, ability to explain, phonological processing, and articulatory function, as items that need to be resolved as a priority in language and communication, or multiple items according to the categories of the checklist.

[0035] Furthermore, the diagnostic unit 61 diagnoses one of 11 cognitive and behavioral items, namely concentration, eye movement, phonological awareness, decoding, encoding, verbal short-term memory, visual short-term memory, working memory, visual perception, calculation skills, and reading comprehension, or multiple items according to the checklist category, as items that need to be resolved as a priority in cognition and behavior.

[0036] Next, the diagnosis unit 61 outputs the diagnosis result (step S4). Specifically, the diagnosis unit 61 outputs, for each of the six items of cognition and behavior, health and life, motor and sense, clumsiness of the hands, human relations and sociability, and language and communication, the items that need to be solved with priority according to the child's current abilities, one by one. Then, the display control unit 63 causes the display unit 3 to display the diagnosis result that needs to be solved with priority. In this manner, in this embodiment, the multiple questions written on the checklist are respectively associated with the sensory, perceptual, cognitive, and action stages in the brain's information processing, and therefore the diagnostic results based on the questions in these checklists, i.e., the items that need to be resolved as a priority, are also associated with the sensory, perceptual, cognitive, and action stages in the brain's information processing.

[0037] Furthermore, the support plan generating unit 62 outputs a long-term goal according to the items to be preferentially solved according to the child's current ability. Then, the display control unit 63 displays the long-term goal on the display unit 3. Specifically, the display unit 3 displays a plurality of standard phrases for the long-term goal. Then, the user, such as a child development support manager, selects a long-term goal that applies to the child from the displayed multiple long-term goals (step S5).

[0038] The support plan generating unit 62 outputs a plurality of training materials in accordance with the selected long-term goal. Then, the display control unit 63 causes the display unit 3 to display the plurality of training materials thus output. The training materials are composed of viewpoints and materials that intervene in brain functions to maximally support the plasticity of children's brains, and are graded from STEP 1 to STEP 3 based on the brain's information processing process during learning. Training materials are prepared for each STEP, and the total consists of more than several hundred materials. Then, the user, such as a child development support manager, selects multiple training materials from the displayed training materials, taking into consideration the interests and concerns of the child (step S6).

[0039] Next, the support plan generating unit 62 generates an individual support plan based on the diagnosis result by the diagnosing unit 61, the selected long-term goal, and the training material (Step S7: support plan generating step). Then, the output unit 5 outputs the individual support plan generated by the support plan generating unit 62 to the server device 110 (step S8). The server device 110 inputs the individual support plan output from the disability support device 1 and displays it on a display, and also causes the printer 120 to print the individual support plan. As a result, an individual support plan such as the one shown in FIG. 4 is output. That is, in this embodiment, if basic information and the questions on the checklist are input into the disability support device 1 and long-term goals and training materials are selected, an individual support plan is automatically output. Therefore, it is possible to reduce the labor of users such as child development support managers, and to prevent the content of the individual support plan from being inferior or superior depending on the person who creates it.

[0040] Furthermore, in this embodiment, the diagnostic unit 61 outputs the reasons for inability to achieve and the training methods for items that need to be resolved as a priority, in association with the brain's information processing process. Therefore, the output reasons for inability to achieve and the training methods are associated with the sensory, perceptual, cognitive, and action stages in the brain's information processing process, making it possible to provide an appropriate training method.

[0041] The first embodiment as described above can provide the following advantages. (1) In this embodiment, a diagnosis unit 61 is provided that performs diagnosis based on information on a check sheet containing a plurality of questions related to health and life, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality input to the input unit 2, and outputs items that need to be solved as a priority in health and life, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality as diagnosis results. The diagnosis unit 61 then outputs reasons why items that need to be solved as a priority cannot be achieved and training methods in association with the information processing process of the brain. As a result, the output reasons why items cannot be achieved and training methods are associated with the sensory, perceptual, cognitive, and behavioral stages in the information processing process of the brain, so that an appropriate training method can be provided.

[0042] (2) In this embodiment, the diagnostic unit 61 analyzes the diagnosis results at the sensory, perceptual, cognitive, and behavioral stages of the brain's information processing, and outputs one of the three items, sensation seeking, sensory hyporesponsiveness, and sensory hypersensitivity, or multiple items according to the checklist category, as items that need to be resolved with priority. As a result, the items that are output are based on the analysis results at the sensory, perceptual, cognitive, and behavioral stages of the brain's information processing. Therefore, a more appropriate training method can be provided.

[0043] (3) In this embodiment, the diagnosis unit 61 outputs one of the eight items, muscle tone, posture maintenance, balance, eye correction function, body schema, movement planning, coordinated movement, and rhythmic movement, or multiple items according to the checklist category, as a motor / sensory item that needs to be solved with priority. Therefore, it is possible to more appropriately diagnose the motor / sensory item that needs to be solved with priority, and to provide an appropriate training method.

[0044] (4) In this embodiment, the diagnosis unit 61 outputs one of the seven items, namely, sense of finger strength, pinching action, sensory discrimination of fingers, finger separation action, coordination between eyes and both hands, visual perception, and writing action (pen operation), or multiple items according to the category of the check sheet, as an item that needs to be solved as a priority in terms of clumsiness of the hands. Therefore, it is possible to more appropriately diagnose the item that needs to be solved as a priority in terms of clumsiness of the hands, and to provide an appropriate training method.

[0045] (5) In this embodiment, the diagnostic unit 61 outputs one of the five items, namely, self-esteem, emotion control, understanding of rules, attention switching (emotion switching), and perspective of others, or multiple items according to the checklist category, as items that need to be resolved with priority in human relationships and sociality. Therefore, it is possible to more appropriately diagnose items that need to be resolved with priority in human relationships and sociality, and provide an appropriate training method.

[0046] (6) In this embodiment, the diagnosis unit 61 outputs one of the eight items, namely, pre-language stage (joint attention), vocabulary size, word recall, instruction comprehension, sentence structure, ability to explain, phonological processing, and articulatory function, or multiple items according to the checklist category, as an item that needs to be solved as a priority in language and communication. Therefore, it is possible to more appropriately diagnose the item that needs to be solved as a priority in language and communication, and to provide an appropriate training method.

[0047] (7) In this embodiment, the diagnostic unit 61 outputs one of the eleven items, concentration, eye movement, phonological awareness, decoding, encoding, verbal short-term memory, visual short-term memory, working memory, visual perception, calculation skills, and text comprehension, or multiple items according to the checklist category, as the items in cognition and behavior that need to be solved with priority in the interpersonal relationships and sociality. Therefore, it is possible to more appropriately diagnose the items in cognition and behavior that need to be solved with priority, and to provide an appropriate training method.

[0048] [Second embodiment] Next, a second embodiment of the present invention will be described with reference to the drawings. The second embodiment differs from the first embodiment in that a server device 20A is provided with a diagnosis unit 251A, a support plan generation unit 252A, and a display control unit 253A. In the second embodiment, the same or similar configurations as those in the first embodiment are denoted by the same reference numerals, and the description thereof will be omitted.

[0049] FIG. 6 is a schematic diagram showing a schematic configuration of a disability support system 100A according to the second embodiment. As shown in FIG. 6, a disability support system 100A according to this embodiment includes a terminal device 10A and a server device 20A.

[0050] [Terminal device 10A] The terminal device 10A is configured as a portable device such as a smartphone or a tablet PC, similar to the disability support device 1 of the first embodiment described above. In this embodiment, the terminal device 10A includes a terminal input unit 11A, a terminal storage unit 12A, a terminal output unit 13A, and a terminal control device 14A.

[0051] The terminal input unit 11A, like the input unit 2 of the first embodiment described above, is configured to be capable of inputting information from a checklist containing a number of questions relating to health and lifestyle, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality.

[0052] The terminal memory unit 12A is composed of non-volatile memory such as a RAM (Random Access Memory) or an SD card, and is configured to store information input via the terminal input unit 11A and programs executed by the terminal control device 14A.

[0053] The terminal output unit 13A is configured as a communication interface that mediates wireless communication (e.g., Bluetooth (registered trademark) or Wi-Fi (registered trademark), etc.). In this embodiment, the terminal output unit 13A is configured to output information written on the checklist to the server device 20A.

[0054] The terminal control device 14A is configured with a CPU (Central Processing Unit) and the like, and is configured to be able to execute programs stored in the storage unit 4. In this embodiment, a display control unit 141A and an output control unit 142A are provided. The display control unit 141A is configured to control the display by a liquid crystal panel (not shown). The output control unit 142A is configured to be able to control the output from the terminal output unit 13A to the server device 20A.

[0055] [Server device 20A] The server device 20A is configured as a so-called physical server, similar to the server device 110 of the first embodiment described above. In this embodiment, the server device 20A includes a server input unit 21A, a server display unit 22A, a server storage unit 23A, a server output unit 24A, and a server control device 25A.

[0056] The server input unit 21A is configured to be able to input information written on a check sheet output from the terminal device 10A. The server display unit 22A is configured as a so-called display, and is configured to be able to display information output from the server control device 25A.

[0057] The server storage unit 23A is configured as a hard disk drive (HDD) or a solid state drive (SSD). The server storage unit 23A is configured to be capable of storing information related to the checklist input via the server input unit 21A, a program executed by the server control device 25A, and the like.

[0058] The server output unit 24A is configured as a communication interface that mediates wireless communication (e.g., Bluetooth (registered trademark) or Wi-Fi (registered trademark), etc.). In this embodiment, the output unit 5 is configured to be able to output information related to the individual support plan output from the support plan generation unit 252A to a printer (not shown) or the like.

[0059] The server control device 25A is configured with a CPU (Central Processing Unit) and the like, and is configured to be able to execute programs stored in the server storage unit 23A. In this embodiment, the server control device 25A includes a diagnosis unit 251A, a support plan generation unit 252A, and a display control unit 253A.

[0060] The diagnostic unit 251A, like the diagnostic unit 61 of the first embodiment described above, is configured to make a diagnosis based on the information input to the server input unit 21A, and to output as diagnostic results the items that need to be resolved as a priority in the areas of health and lifestyle, movement and sensation, cognition and behavior, language and communication, and interpersonal relationships and sociality.

[0061] The support plan generating unit 252A is configured to generate an individual support plan based on the diagnosis result by the diagnosing unit 251A, similarly to the support plan generating unit 62 of the above-described first embodiment.

[0062] The display control unit 253A is configured to control the display of the server display unit 22A configured as a display.

[0063] The second embodiment as described above can provide the following advantages. (8) In this embodiment, the diagnosis unit 251A and the support plan generation unit 252A are provided in the server control device 25A of the server device 20A. This makes it possible to simplify the configuration of the terminal device 10A.

[0064] [Variations] The present invention is not limited to the above-described embodiments, and modifications and improvements within the scope of the present invention that can achieve the object of the present invention are included in the present invention.

[0065] In each of the above embodiments, a learning unit is provided which learns, as teacher data, the relationship between the multiple questions written on the checklist and the stages of sensation, perception, cognition, and action in the brain's information processing, and the diagnosis unit may be configured to output, based on the information input to the input unit and the learning results by the learning unit, reasons for failure to achieve items that need to be resolved as a priority and training methods, in association with the brain's information processing. With this configuration, the accuracy of the diagnosis results by the diagnosis section can be improved by accumulating teaching data, and a more appropriate training method can be provided.

[0066] In each of the above-mentioned embodiments, the support plan generation unit 62, 252A was configured to display multiple options related to long-term goals and training materials in accordance with the items to be solved preferentially in accordance with the child's current abilities, but is not limited to this. For example, the support plan generation unit may be configured to display multiple options for short-term goals, long-term goals, challenges and objectives for improving abilities, and to reflect the selected option in the individual support plan. By configuring it in this manner, the support plan generation unit displays multiple options for short-term goals, long-term goals, and tasks and objectives for improving abilities, allowing the user to select from the options the tasks to be reflected in the individual support plan.

[0067] In the first embodiment, one server device 110 is configured to wirelessly communicate with one disability support device 1, but the present invention is not limited to this. For example, a plurality of disability support devices may be configured to wirelessly communicate with one server device.

[0068] In the above-described embodiments, the support plan generating unit 62, 252A is configured to display a plurality of standard phrases for the long-term goal, but is not limited thereto. For example, the support plan generating unit may be configured to allow the long-term goal to be manually input. [Explanation of symbols]

[0069] 1... disability support device, 2... input unit, 3... display unit, 4... memory unit, 5... output unit, 6... control device, 10A... terminal device, 11A... terminal input unit, 12A... terminal memory unit, 13A... terminal output unit, 14A... terminal control device, 20A... server device, 21A... server input unit, 22A... server display unit, 23A... server memory unit, 24A... server output unit, 25A... server control device, 61... diagnosis unit, 62... support plan generation unit, 63... display control unit, 100, 100A... disability support system, 110... server device, 120... printer. 141A... display control unit, 142A... output control unit, 251A... diagnosis unit, 252A... support plan generation unit, 253A... display control unit.

Claims

1. an input unit for inputting information from a checklist containing a number of questions relating to health and lifestyle, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality; a diagnosis unit that performs diagnosis based on the information input to the input unit and outputs items that need to be solved as priority in the health and lifestyle, the movement and sense, the cognition and behavior, the language and communication, and the human relationships and sociality as diagnostic results; A support plan generating unit that generates an individual support plan based on the diagnosis result by the diagnosis unit, The plurality of questions written on the checklist are associated with the stages of sensation, perception, cognition, and action in the information processing process of the brain, The diagnostic unit outputs the reason why the item that needs to be solved as a priority cannot be achieved and a training method in association with the information processing process of the brain. A device for assisting people with disabilities.

2. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit analyzes the diagnosis results at the stages of sensation, perception, cognition, and action in the information processing process of the brain, and outputs one of three items, sensation seeking, sensory hyporesponsiveness, and sensory hypersensitivity, or multiple items according to the categories of the check sheet, as items that need to be solved as a priority. A device for assisting people with disabilities.

3. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit outputs, as the items in the motor and sensory aspects that need to be solved with priority, any one of the eight items of muscle tone, posture maintenance, balance, eye correction function, body schema, motor planning, coordinated movement, and rhythmic movement, or a plurality of items according to the categories of the check sheet as items that need to be solved with priority. A device for assisting people with disabilities.

4. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit outputs, as an item that needs to be solved with priority in terms of clumsiness of the hands, any one of the seven items of finger strength sense, pinching action, finger sensory discrimination, finger separation action, eye-hand coordination, visual perception, and writing action (pen operation), or a plurality of items according to the categories of the check sheet, as items that need to be solved with priority. A device for assisting people with disabilities.

5. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit outputs, as the items in the interpersonal relationships and sociality that need to be resolved with priority, one of the five items of self-esteem, emotion control, understanding of rules, attention switching (emotion switching), and other people's perspective, or a plurality of items according to the categories of the check sheet. A device for assisting people with disabilities.

6. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit outputs, as the items in the language / communication that need to be solved with priority, any one of the eight items of pre-language stage (joint attention), vocabulary size, word retrieval, instruction comprehension, sentence structure, ability to explain, phonological processing, and articulatory function, or multiple items according to the categories of the check sheet, as the items that need to be solved with priority. A device for assisting people with disabilities.

7. 2. The apparatus for supporting a person with a disability according to claim 1, The diagnostic unit outputs, as the items in the cognition and behavior that need to be solved with priority, any one of 11 items, namely, concentration, eye movement, phonological awareness, decoding, encoding, verbal short-term memory, visual short-term memory, working memory, visual perception, calculation skills, and reading comprehension, or multiple items according to the categories of the check sheet, as the items that need to be solved with priority. A device for assisting people with disabilities.

8. 2. The apparatus for supporting a person with a disability according to claim 1, a learning unit configured to learn, as teacher data, a relationship between the plurality of questions written on the checklist and the stages of sensation, perception, cognition, and action in the information processing process of the brain; The diagnosis unit outputs, based on the information input to the input unit and the learning result by the learning unit, reasons why the items that need to be solved with priority cannot be achieved and training methods, in association with the information processing process of the brain. A device for assisting people with disabilities.

9. 2. The apparatus for supporting a person with a disability according to claim 1, The support plan generation unit displays a plurality of options for short-term goals, long-term goals, and tasks and objectives for improving abilities, and reflects the selected option in the individual support plan. A device for assisting people with disabilities.

10. A system for supporting people with disabilities comprising a terminal device and a server device, The terminal device a terminal input unit for inputting information from a checklist containing a plurality of questions related to health and lifestyle, movement and sensation, cognition and behavior, language and communication, and human relationships and sociality; a terminal output unit that outputs the information written on the checklist to the server device, The server device includes: a server input unit for inputting information written on the checklist output from the terminal device; a diagnosis unit that performs diagnosis based on the information input to the server input unit, and outputs as a diagnosis result each of the items that need to be solved as a priority in the health / lifestyle, the movement / sensation, the cognition / behavior, the language / communication, and the interpersonal / social aspects; a support plan generating unit that generates an individual support plan based on the diagnosis result by the diagnosis unit, The plurality of questions written on the checklist are associated with the stages of sensation, perception, cognition, and action in the information processing process of the brain, The diagnostic unit outputs the reason why the item that needs to be solved as a priority cannot be achieved and a training method in association with the information processing process of the brain. A system for supporting people with disabilities.

11. An input process of information from a checklist containing a plurality of questions related to health and lifestyle, movement and sensation, cognition and behavior, language and communication, and interpersonal relationships and sociality; a diagnostic step of diagnosing based on the information input in the input step and outputting as diagnostic results items that need to be solved as a priority in the health / lifestyle, the movement / sensation, the cognition / behavior, the language / communication, and the interpersonal / social aspects; and generating an individual support plan based on the diagnosis result outputted in the diagnosis process. The plurality of questions written on the checklist are associated with the stages of sensation, perception, cognition, and action in the information processing process of the brain, In the diagnosis step, the reason why the item that needs to be solved as a priority cannot be achieved and a training method are output in association with the information processing process of the brain. A method for supporting people with disabilities.

Images