Learning support system and learning support method

Abstract

An achievement database (DB1) stores achievement information pertaining to children's learning. An achievement information transmission unit (11) reads out the achievement information stored in the achievement database (DB1) and transmits the achievement information (INF1) that has been read out. A detection unit (12) detects, on the basis of the achievement information (INF1), a child who is suspected of having a learning disability, and transmits a detection result (D1). A determination unit (13) transmits a determination result (D2) that is a result of determination which is on the reasonableness of the suspicion of the learning disability of the child and which is made by an expert on the basis of the detection result (D1). An examination guidance transmission unit (14) transmits, in accordance with the determination result (D2), examination guidance (EX) for urging an examination regarding the suspicion of the learning disability of the child. An agent of the child receives the determination result (D2) and the examination guidance (EX) through the communication unit (16).

Description

Technical Field

[0001] The present disclosure relates to a learning support system and a learning support method.

Background Art

[0002] Learning disabilities are known as disabilities that have difficulties in abilities such as "listening", "speaking", "reading", "writing", "calculating and inferring". Learning disabilities have a morbidity rate as low as about 4.5%, and it is desirable to provide early intervention. However, there are problems that it is difficult to judge whether there is a disability and it is difficult to recognize the necessity of support. Although multiple symptom examples of learning disabilities for reference are publicly available, it takes a long time, for example, six months of observation, and it is difficult to determine the criteria for the symptom content, so it is difficult for teachers in home and school education to discover in the first place. Therefore, pediatricians or the like with specialized knowledge need to intervene in individual cases (Non-Patent Document 1).

[0003] As a method for detecting learning disabilities, for example, a calculation test that can be used for the determination of children with dyscalculia has been proposed (Patent Document 1).

[0004] As a method for supporting the education of children with learning disabilities, a method for supporting the creation of a teacher's education plan by referring to the children's grades and assessment results has been proposed (Patent Document 2). In general, a method for simply and efficiently performing a dysgraphia determination test generally performed by a doctor has also been proposed (Patent Document 3).

Prior Art Documents

Patent Documents

[0005]

Patent Document 1

Patent Document 2

Patent Document 3

Non-Patent Documents

[0006] [Non-Patent Document 1] e-HealthNet, "Learning Disability (Specific Learning Disorder)," Ministry of Health, Labour and Welfare, Internet, accessed September 13, 2022. <URL https: / / www.e-healthnet.mhlw.go.jp / information / heart / k-03-004.html [Overview of the project] [Problems that the invention aims to solve]

[0007] However, generally speaking, without a doctor's expertise, it is difficult to properly detect learning disabilities or determine effective ways to support children with learning disabilities. On the other hand, if children with learning disabilities had to be examined by a doctor every time, it would hinder early detection.

[0008] Even when applying the methods described above to these problems, the expertise of physicians is not reflected, resulting in issues with the accuracy of detecting learning disabilities and the appropriateness and efficiency of methods for supporting children with learning disabilities.

[0009] This disclosure is made in view of the above circumstances and aims to provide a learning support system and learning support method that can detect suspected learning disabilities in children by reflecting the knowledge of a physician, without requiring a medical examination by a physician. [Means for solving the problem]

[0010] A learning support system in one aspect of this disclosure includes: a first performance database storing information on a child's learning performance; a performance information transmission unit that reads the performance information stored in the first performance database and transmits the read performance information; a detection unit that detects a child suspected of having a learning disability based on the performance information transmitted from the performance information transmission unit and transmits the detection result; a determination unit that transmits a determination result by an expert based on the detection result regarding the validity of the suspected learning disability of the child; an examination guidance transmission unit that transmits an examination guidance to encourage the child to undergo an examination regarding the suspected learning disability, according to the result of the determination; and a communication unit for a representative of the child suspected of having a learning disability to receive the determination result and the examination guidance.

[0011] One aspect of the present disclosure is a learning support method which involves reading a child's learning performance information stored in a performance database, transmitting the read performance information, detecting a child suspected of having a learning disability based on the transmitted performance information, transmitting the detection result, transmitting the result of an expert's judgment on the validity of the suspected learning disability of the child based on the detection result, transmitting an examination guide to encourage the child to undergo an examination for the suspected learning disability according to the result of the judgment, and having a representative of the child suspected of having a learning disability receive the result of the judgment and the examination guide. [Effects of the Invention]

[0012] According to this disclosure, it is possible to provide a learning support system and learning support method that can detect suspected learning disabilities in children by incorporating the knowledge of a physician, without requiring a medical examination by a physician. [Brief explanation of the drawing]

[0013] [Figure 1] This diagram schematically shows the components included in the learning disability support system according to Embodiment 1. [Figure 2] This diagram schematically shows the functional configuration provided in the learning support system according to Embodiment 1. [Figure 3]It is a flowchart of the learning support operation in the learning support system of FIG. 2. [Figure 4] It is a sequence diagram of the learning support operation in the learning support system 100 of FIG. 2. [Figure 5] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 1. [Figure 6] It is a diagram schematically showing the configuration of the first conversion example of the learning support system according to Embodiment 1. [Figure 7] It is a diagram schematically showing the configuration of the second conversion example of the learning support system according to Embodiment 1. [Figure 8] It is a diagram schematically showing the configuration of the second conversion example of the learning support system according to Embodiment 1. [Figure 9] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 2. [Figure 10] It is a diagram schematically showing the configuration of the first conversion example of the learning support system according to Embodiment 2. [Figure 11] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 3. [Figure 12] It is a diagram schematically showing the configuration of the first conversion example of the learning support system according to Embodiment 3. [[ID=2G]] [Figure 13] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 4. [Figure 14] It is a diagram schematically showing the configuration of the first conversion example of the learning support system according to Embodiment 4. [Figure 15] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 5. [Figure 16] It is a diagram schematically showing the configuration of the learning support system according to Embodiment 6. [Figure 17] It is a diagram schematically showing the configuration of a computer, which is an example of the hardware configuration for realizing a terminal device.

Modes for Carrying Out the Invention

[0014] Embodiments of the present invention will be described below with reference to the drawings. In each drawing, the same elements are denoted by the same reference numerals, and redundant explanations are omitted where necessary.

[0015] Embodiment 1 A learning disability support system according to Embodiment 1 will now be described. Figure 1 schematically shows the entities included in the learning disability support system 100 according to Embodiment 1. The learning disability support system 100 is configured so that four entities—a family 1, an educational institution 2, a medical institution 3, and a service provider 4—exchange information with each other. In this example, the family 1, the educational institution 2, the medical institution 3, and the service provider 4 each have terminal devices T1 to T4, such as personal computers, for information processing, information input and output, and information communication.

[0016] The home 1, educational institutions 2, medical institutions 3, and service providers 4, i.e., terminal devices, are capable of two-way communication using various wireless and wired communication methods. Here, only the communication paths necessary to understand the learning disability support system 100 are shown, but the communication paths are not limited to those described here and shown in the diagrams.

[0017] Family 1 includes not only typical families consisting of parents and children, but also families consisting of children and guardians other than parents or designated representatives, as well as various environments in which children reside, such as child welfare institutions. Hereafter, in Family 1, parents, guardians other than parents, and designated representatives will be collectively referred to as representatives.

[0018] Educational institutions 2 include schools such as elementary schools, which are places where children receive education.

[0019] Medical Institution 3 refers to various institutions such as clinics, hospitals, and child health research institutions that can diagnose whether or not a child has a learning disability based on various types of information. Medical Institution 3, as used here, does not necessarily refer to a single medical institution, but may be a collaborative entity of multiple medical institutions.

[0020] Service provider 4 is an organization that, based on information provided by educational institution 2, identifies children suspected of having learning disabilities and notifies medical institution 3 of the results. Here, service provider 4 may be a private or public organization.

[0021] The learning disability support system 100 is equipped with various functional components to detect children suspected of having learning disabilities from among the children receiving education at educational institution 2, and to take necessary measures according to the detection results. Figure 2 schematically shows the functional configuration of the learning support system 100 according to Embodiment 1. The learning support system 100 is equipped with at least the following functional components: a performance information transmission unit 11, a detection unit 12, a judgment unit 13, an examination guidance transmission unit 14, and a communication unit 16.

[0022] Furthermore, Figure 3 shows a flowchart of the learning support operations in the learning support system 100 shown in Figure 2. Figure 4 shows a sequence diagram of the learning support operations in the learning support system 100 shown in Figure 2.

[0023] In this embodiment, these components are located in the home 1, educational institution 2, medical institution 3, and service provider 4. Figure 5 schematically shows the configuration of the learning support system 100 according to Embodiment 1. In the learning support system 100, an information receiving unit 7 is provided in the home 1. A grade information transmission unit 11 and an information transfer unit 15 are provided in the educational institution 2. A detection unit 12 is provided in the medical institution 3. A judgment unit 13 and an examination guidance transmission unit 14 are provided in the service provider 4.

[0024] Educational institution 2 has a grade database DB1 that stores information indicating the academic performance of students. The grade information transmission unit 11 of educational institution 2 reads information INF1 indicating each student's academic performance from the grade database DB1 (step S1 in Figures 3 and 4) and transmits it to the service provider 4 (step S2 in Figures 3 and 4).

[0025] The performance information INF1 should be configured to detect suspected learning disabilities in children, and it is desirable that it be categorized and organized, for example, by subject or by unit within each subject, with performance information attached to each categorized item.

[0026] Furthermore, while the performance information INF1 includes identification information to identify each child, if it is acceptable for the child to be identified, the identification information may be the child's name or other similar information. Also, if confidentiality of personal information is required outside of educational institution 2, the identification information may be information that does not identify the child, such as a child ID. In this case, by having educational institution 2 maintain information indicating the correspondence between children and child IDs, educational institution 2 can determine which child the information transmitted from medical institution 3 is for, as will be described later.

[0027] The detection unit 12 of service provider 4 refers to the received performance information INF1 and detects children suspected of having learning disabilities based on predetermined rules. The detection unit 12 then transmits the detection result of children suspected of having learning disabilities as detection result D1 to medical institution 3 (step S3 in Figures 3 and 4).

[0028] At medical institution 3, the detection result D1 for children suspected of having a learning disability is displayed on the judgment unit 13. A medical professional engaged in medical practice at medical institution 3, such as a doctor, refers to the detection result D1 displayed on the judgment unit 13 and determines whether the detection result D1, which indicates a suspected learning disability for the child in question, is appropriate. Hereinafter, the explanation will assume that the professional determining the appropriateness of the detection result D1 at medical institution 3 is a doctor. The doctor inputs the judgment result D2 by operating the judgment unit 13, and this judgment result D2 is sent to educational institution 2 (step S4 in Figures 3 and 4).

[0029] Furthermore, if the physician determines that the detection result D1 is valid, the physician operates the examination guidance transmission unit 14, which then sends examination guidance EX to the educational institution 2 to encourage testing for suspected learning disabilities, in addition to the judgment result D2 (step S5 in Figures 3 and 4).

[0030] The information transfer unit 15 of educational institution 2 receives the judgment result D2 and the examination guidance EX. This allows, for example, a teacher in charge of the education of the child in question at educational institution 2 to recognize that the child may have a learning disability. The information transfer unit 15 also transfers the judgment result D2 and the examination guidance EX to home 1 (steps S4 and S5 in Figures 3 and 4).

[0031] In household 1, the forwarded assessment result D2 allows the representative to recognize that the child may have a learning disability. The representative can also receive an examination guide EX encouraging further testing for the presence of a learning disability. This allows the representative to take various measures, such as having the child examined at a specialized hospital, in accordance with the examination guide EX.

[0032] In summary, this configuration allows for the use of performance data accumulated at educational institution 2 to determine whether a child may have a learning disability, even without a medical examination, while involving a physician in the assessment process. By notifying the educational institution and the family of the assessment result, teachers and their representatives can recognize the possibility of a learning disability in the child at an early stage and take appropriate measures such as monitoring the child's progress or seeking consultation with a specialist.

[0033] In the configuration shown in Figure 3, the examination guidance EX is described as being sent from the medical institution 3, but the method of sending the examination guidance EX is not limited to this. Figure 6 schematically shows the configuration of the learning support system 101, which is a first conversion example of the learning support system 100 according to Embodiment 1. In Figure 6, the examination guidance transmission unit 14 is provided at the service provider 4, not the medical institution 3, and the medical institution 3 transmits the judgment result D2 to the service provider 4. The examination guidance transmission unit 14 transmits the examination guidance EX to the educational institution 2 according to the judgment result D2.

[0034] In this configuration, as with the learning support system 100, the judgment result D2 and the test guidance EX can be sent to the home 1 and the educational institution 2. However, even in this case, it is conceivable that the judgment result D2 should be sent from the service provider 4 to the educational institution 2, as it may be beneficial for the educational institution 2 to be aware of it.

[0035] Furthermore, although not shown in the diagram, the learning support system 101 may transmit the judgment result D2 and the test guidance EX to the communication unit 16 of the home 1 without going through the educational institution 2.

[0036] Furthermore, the home 1 may provide performance information INF2, which shows the child's learning performance in home learning, to the educational institution 2 and the service provider 4. Figure 7 schematically shows the configuration of the learning support system 102, which is a second conversion example of the learning support system 100 according to Embodiment 1. In Figure 7, the home 1 transmits the performance information INF2 of home learning at the home 1 to the educational institution 2 via route P1. The educational institution 2 may incorporate the performance information INF2 into the performance information INF1 and transmit it to the service provider 4. This makes it possible for the detection unit 12 of the service provider 4 to detect suspected learning disabilities in the child based on the performance information INF1 which contains more information.

[0037] Although not shown in the diagram, the grade information INF2 may be sent from the educational institution 2 to the service provider 4 together with the grade information INF1, without being incorporated into the grade information INF1. Even in this case, the service provider 4 will be able to detect children suspected of having learning disabilities based on more grade information.

[0038] Although not shown in the diagram, household 1 may also transmit performance information INF2 to service provider 4 via route P2. In this case as well, service provider 4 can detect children suspected of having learning disabilities based on more performance information.

[0039] Furthermore, the judgment result D2 and the test guidance EX may be transmitted from the educational institution 2 to the home 1 without the need for intermediaries. Figure 8 schematically shows the configuration of the learning support system 103, which is a second example of the learning support system 100 according to Embodiment 1. In this example, the home 1 can, if necessary, receive the judgment result D2 and the test guidance EX directly from the doctor, for example, without going through the educational institution 2. In this case, the privacy of the child in the home 1 can be kept confidential from the educational institution 2. However, even in this case, it is conceivable that there may be cases where it is better for the educational institution 2 to be aware of this information, so it is desirable that the judgment result D2 be transmitted from the medical institution 3 to the educational institution 2.

[0040] Furthermore, it is desirable that the transmission route for the judgment result D2 and the examination guidance EX be selectively chosen. For example, a representative of household 1 can send a command to the service provider 4 via the communication unit 16 to select the transmission route for the judgment result D2 and the examination guidance EX. The service provider 4 then forwards the received command to the medical institution 3, allowing the doctor to switch whether or not to send the judgment result D2 and the examination guidance EX to household 1.

[0041] Embodiment 2 Embodiment 1 described an example in which the judgment result D2 and test guidance EX are transmitted to a home 1 or an educational institution 2. In contrast, the learning support system according to Embodiment 2 is further configured to transmit support information to assist the learning of children suspected of having learning disabilities.

[0042] Figure 9 schematically shows the configuration of the learning support system 200 according to Embodiment 2. The learning support system 200 has a configuration that adds a support information transmission unit 17 to the learning support system 100 according to Embodiment 1.

[0043] In this configuration, the support information transmission unit 17 is located in the medical institution 3. The medical institution 3 also has a support information database DB2 that stores support information to be provided to children with learning disabilities. If the physician determines that the detection result D1 is valid, they refer not only to the judgment result D2 but also to any support information they deem necessary from the support information database DB2, and transmit information to the educational institution 2 as support information INF3 to support instruction for children with learning disabilities and information to be used for monitoring their progress.

[0044] At educational institution 2, the information transfer unit 15 receives support information INF3. This allows teachers to refer to support information INF3 and utilize the support information INF3 provided by medical institution 3 to provide learning guidance and monitor the progress of children suspected of having learning disabilities.

[0045] The other configurations and operations of the learning support system 200 are the same as those of the learning support system 100, so their explanation will be omitted.

[0046] Furthermore, the support information INF3 may be forwarded to the home 1. Figure 10 schematically shows the configuration of the learning support system 201, which is a first example of the learning support system 200 according to Embodiment 2. As shown in Figure 10, the support information INF3 may not only be used at the educational institution 2, but the information forwarding unit 15 may also forward part or all of the support information INF3 to the home 1. This allows a representative of a child suspected of having a learning disability to utilize the provided support information INF3 for learning guidance and monitoring of the child's progress.

[0047] It goes without saying that, not only in the learning support system 100, but also in each of the conversion examples of the learning support system described in Embodiment 1, the medical institution 3 may be equipped with a support information transmission unit 17 and a support information database DB2, similar to the learning support system according to this embodiment. In this case, in each configuration, support information INF3 can be transmitted from the medical institution 3 to the educational institution 2 or home 1, similar to the learning support system 200.

[0048] Embodiment 3 Embodiment 2 described a configuration in which a support information transmission unit 17 and a support information database DB2 are provided at a medical institution 3. In contrast, this embodiment describes a learning support system in which a support information acquisition unit and a support information database are provided at an educational institution 2.

[0049] Figure 11 schematically shows the configuration of the learning support system 300 according to Embodiment 3. The learning support system 300 has a configuration that adds a support information acquisition unit 18 and a support information database DB2 to the learning support system 100 according to Embodiment 1.

[0050] In this configuration, the support information acquisition unit 18 and the support information database DB2 are located in the educational institution 2. The support information acquisition unit 18, in accordance with the judgment result D2, refers to the support information it deems necessary from the support information database DB2 and acquires the support information INF3 necessary for providing information and monitoring to support instruction for children with learning disabilities. As a result, teachers can refer to the support information INF3, as in Embodiment 2, and utilize it to provide learning instruction and monitor the progress of children suspected of having learning disabilities.

[0051] The other configurations and operations of the learning support system 300 are the same as those of the learning support system 100, so their explanation will be omitted.

[0052] Furthermore, similar to Embodiment 2, the support information INF3 may be transferred to the home 1. Figure 12 schematically shows the configuration of the learning support system 301, which is a first example of the learning support system 300 according to Embodiment 3. As shown in Figure 12, the support information INF3 may not only be used at the educational institution 2, but the information transfer unit 15 may also transfer part or all of the support information INF3 to the home 1. This allows a representative of a child suspected of having a learning disability to use the provided support information INF3 for learning guidance and monitoring of the child's progress.

[0053] It goes without saying that, not only in the learning support system 100, but also in each of the conversion examples of the learning support system described in Embodiment 1, the educational institution 2 may be provided with a support information acquisition unit 18 and a support information database DB2, similar to the learning support system according to this embodiment. In this case, in each configuration, similar to the learning support system 300, the educational institution 2 can acquire support information INF3 and transmit support information INF3 to the home 1.

[0054] Embodiment 4 In the above-described embodiment, a physician determined the validity of the detection results based on the results of detecting children suspected of having learning disabilities based on performance information obtainable through normal school educational activities. In contrast, this embodiment describes a configuration in which children are screened for whether or not they are suspected of having learning disabilities, and the physician further uses the screening results to determine whether or not the child is suspected of having a learning disability.

[0055] Figure 13 schematically shows the configuration of the learning support system 400 according to Embodiment 4. Compared to the learning support system 100 according to Embodiment 1, the learning support system 400 has a screening (hereinafter also referred to as SC) information collection unit 19 added to the educational institution 2.

[0056] The learning support system 400 performs screening on children to detect suspected learning disabilities. In this configuration, the educational institution 2 collects information necessary for screening to detect suspected learning disabilities periodically or as needed. One example of screening performed on children is dyslexia screening, which detects reading disabilities from data of reading aloud texts performed in class. Another example of screening tests performed on children is tests to detect reading disabilities (dyslexia), writing expression disorders (dysgraphia), and dyscalculia. Note that the screening methods listed here are examples, and various other screening methods may be applied.

[0057] These various screening methods can be conducted regularly as part of school tests during the period that children are enrolled in school, for example, in elementary school, during the three years from first to third grade before the start of learning the four main subjects: science and social studies.

[0058] The screening information collection unit 19 is configured to transmit screening information INF4 collected by various screening methods to the medical institution 3. The medical institution 3 stores the received screening information INF4 in the screening information database DB3.

[0059] The screening processing unit 20 of medical institution 3 reads the screening information stored in the screening information database DB3 and calculates a learning disability score indicating a suspected learning disability for each child whose information is stored in the screening information database DB3.

[0060] The physician, using the assessment unit 13, transmits the assessment result D2 and the test guidance EX for each child, according to the assessment result D2 and the learning disability score.

[0061] In summary, with this configuration, physicians at medical institution 3 can use not only detection result D1 based on academic performance information from educational institution 2, but also screening results suitable for detecting suspected learning disabilities in children. This allows physicians to determine whether or not a child is suspected of having a learning disability based on more information, leading to a more accurate diagnosis.

[0062] The other configurations and operations of the learning support system 300 are the same as those of the learning support systems 100 and 200, so a detailed explanation is omitted.

[0063] Furthermore, the collection of screening information can also be done at home. Figure 14 schematically shows the configuration of the learning support system 401, which is a first example of the transformation of the learning support system 400 according to Embodiment 4.

[0064] In this configuration, information necessary for screening to detect suspected learning disabilities is collected at home 1 on a regular or as-needed basis. For example, at home 1, data on the child's reading aloud, which is easily collectible at home 1, is collected for use in dyslexia screening. In addition, the results of screening tests to detect dyscalculia, dysgraphia, and other dyscalculia are collected as needed. Note that the screening methods listed here are examples, and other various screening methods may be applied. The collected screening information is transmitted to the medical institution 3 by the screening information collection unit 21 installed at home 1.

[0065] Furthermore, as screening information specific to household 1, a questionnaire is provided to parents to obtain their opinions on the presence or degree of learning disabilities in their children. The collected questionnaire results are transmitted to the medical institution 3 by the screening information collection unit 21 located in household 1.

[0066] The screening information INF5 collected from the screening information collection unit 21 of household 1 using various screening methods is transmitted to the medical institution 3 and stored in the screening information database DB3 established at the medical institution 3.

[0067] The screening processing unit 20 of medical institution 3 reads the screening information stored in the screening information database DB3 and calculates a learning disability score indicating a suspected learning disability for each child whose information is stored in the screening information database DB3.

[0068] As a result, with this configuration, compared to the learning support system 400, doctors can use screening information collected at home 1 to determine whether or not a child is suspected of having a learning disability based on more information.

[0069] Furthermore, the configuration according to this embodiment may also be applied to the example of the learning support system conversion described in Embodiment 1, and to the examples of the learning support system conversion and their conversions described in Embodiments 2 and 3. That is, in these cases as well, a screening information collection unit 19 may be provided in the educational institution 2, and a screening processing unit 20 and a screening information database DB3 may be provided in the medical institution 3, and the same operation may be performed. In addition, a screening information collection unit 21 may be provided in the home 1, and the same operation may be performed. In this case, in each configuration, the screening results can be reflected in the determination of whether or not there is a suspicion of a child's learning disability, similar to the learning support system 400.

[0070] Embodiment 5 The learning support system according to Embodiment 5 is a 401 modification of the learning support system according to Embodiment 4, and the configuration described here involves not only general medical institutions such as clinics, hospitals, and medical offices, but also a child health research institution that specializes in the study of learning disabilities.

[0071] Figure 15 schematically shows the configuration of the learning support system 500 according to Embodiment 5. In the learning support system 500, the medical institution 3 is assumed to be a collaborative entity of Hospital 3A and the Child Health and Development Research Institute 3B. In Figure 15, for convenience, Hospital 3A and the Child Health and Development Research Institute 3B are grouped together as medical institution 3, but Hospital 3A and the Child Health and Development Research Institute 3B may be separate medical institutions.

[0072] Hospital 3A, like medical institution 3 in the learning support system 401, has a determination unit 13, an examination guidance transmission unit 14, a screening processing unit 20, and a screening information database DB3. Therefore, hospital 3A has at least the same functions as medical institution 3 in the learning support system 401.

[0073] National Institute for Child Health and Development 3B is a medical institution where doctors and researchers specializing in the study of learning disabilities in children are employed, and it possesses a higher level of knowledge regarding learning disabilities in children than general medical institutions such as clinics and hospitals.

[0074] Child Health and Development Research Institute 3B has an evaluation unit 22, a screening information database DB4, and a performance database DB5. Child Health and Development Research Institute 3B collects performance information INF1 and screening information INF4 from educational institutions 2, and screening information INF5 from households 1. Performance information INF1 is stored in performance database DB5, and screening information INF4 and INF5 are stored in screening information database DB4.

[0075] Physicians at the Child Health and Development Research Institute 3B can, as needed, refer to the screening information database DB4 and the performance database DB5 to use desired data in research on the detection of learning disabilities or to identify children suspected of having learning disabilities.

[0076] The physician at Hospital 3A uses the detection result D1 and the learning disability score to determine whether the suspicion of a child having a learning disability is valid. However, it is conceivable that an appropriate determination may not be possible based on this information alone. Therefore, in this configuration, the physician at Hospital 3A sends a request REQ to the evaluation unit 22 to seek advice from the physician at the National Institute for Child Health and Development 3B regarding the determination.

[0077] The request REQ includes at least the identification information of the child in question, which allows the evaluation unit 22 to read the necessary information from the screening information database DB4 and the performance database DB5 in order to assess whether the child is suspected of having a learning disability, and to calculate a learning disability score.

[0078] The request REQ may include the identification information of the child in question, the detection result D1, and the learning disability score calculated by the screening processing unit 20 of hospital 3A. In this case, the evaluation unit 22 may calculate its own learning disability score from the detection result D1 and learning disability score included in the request REQ, and from the data read from the screening information database DB4 and the performance database DB5.

[0079] The evaluation unit 22 transmits the findings information INF6, which includes the calculated learning disability score, to hospital 3A. The physician at hospital 3A can refer to the findings information INF6, in addition to the detection result D1 and the learning disability score calculated by the screening processing unit 20, to determine whether the suspicion of a learning disability in the child is valid.

[0080] In summary, this configuration allows medical institution 3 to incorporate the knowledge of the National Institute for Child Health and Development 3B, which possesses advanced expertise in learning disabilities, into its determination of whether or not a child's suspected learning disability is valid. This makes it possible to determine with greater accuracy whether or not a child's suspected learning disability is valid.

[0081] In addition to the learning support system 401, the configuration according to this embodiment may also be applied to the learning support system and various conversion examples described in Embodiment 4. That is, in these as well, a hospital 3A and a child health research institute 3B may be provided as medical institutions 3, and they may be made to operate in the same manner as the learning support system 500.

[0082] In addition, if a support information transmission unit 17 and a support information database DB2 are provided, similar to Embodiment 2, they may be provided at the Child Health and Development Research Institute 3B. In this case, based on the advanced knowledge of the Child Health and Development Research Institute 3B, superior support information can be accumulated in the support information database DB2, making it possible to provide higher quality support information to families 1 and educational institutions 2. Alternatively, the support information transmission unit 17 may be provided at hospital 3A and the support information database DB2 at the Child Health and Development Research Institute 3B. In this case, the support information transmission unit 17 can access the support information database DB2 as appropriate, similarly providing higher quality support information to families 1 and educational institutions 2.

[0083] Embodiment 6 This embodiment describes the functions of the communication unit 16 of the home 1. Figure 16 schematically shows the configuration of the learning support system 600 according to Embodiment 6. The communication unit 16 can transmit an INS command to the detection unit 12 of the service provider 4 to control its operation.

[0084] The INS command can, for example, instruct the detection unit 12 whether or not to anonymize the children's identification information. As described above, the grade information INF1 contains identification information to identify each child, but sometimes information that can identify each child, such as their name, is provided to the detection unit 12 as identification information. If confidentiality of personal information is required from outside the educational institution 2, it is undesirable to use the child's name as identification information, so the detection unit 12 replaces the child's name with information that does not identify the child, such as a child ID. As a result, the child cannot be identified from the identification information included in the detection result D1, and the information can be anonymized.

[0085] Furthermore, if the detection unit 12 performs anonymization based on the command INS, for example, by transmitting correspondence information INF7, which shows the correspondence between the child's name and the child ID, to the educational institution 2, the educational institution 2 can determine which child the judgment result D2 and the test guidance EX belong to.

[0086] Furthermore, the INS command can instruct the detection unit 12 whether or not to permit each child to be included in the learning disability detection program. This is because a representative of the household 1 may not want to be detected for suspected learning disabilities. The detection unit 12 will only detect children who have been permitted by the INS command for suspected learning disabilities. This makes it possible to detect learning disabilities according to individual needs.

[0087] Needless to say, the INS directives regarding the appropriateness of anonymization and the permission for the detection of learning disabilities are applicable to the learning support system and various conversion examples described in the above-described embodiment.

[0088] Other embodiments It should be noted that the present invention is not limited to the embodiments described above, and can be modified as appropriate without departing from the spirit of the invention. For example, the detection of children with learning disabilities using screening information, as described in Embodiments 4 and 5, can be performed independently of the detection of children with learning disabilities using performance information, as described in Embodiments 1 to 3. In other words, the detection of children with learning disabilities using screening information, as described in Embodiments 4 and 5, can be performed on its own.

[0089] Although terminal devices T1 to T4 have been described as personal computers, they may also be various types of computers including terminal devices T1 to T4.

[0090] Figure 17 schematically shows the configuration of computer 1000, which is an example of a hardware configuration for realizing terminal devices T1 to T4. Computer 1000 can be configured as various types of computers, such as a dedicated computer or a personal computer (PC). However, the computer does not need to be physically single; there may be multiple computers when performing distributed processing. As shown in Figure 17, computer 1000 has a CPU (Central Processing Unit) 1001, ROM (Read Only Memory) 1002, and RAM (Random Access Memory) 1003, which are interconnected via a bus 1004. Although the explanation of OS software and other components for running the computer is omitted, it is assumed that this computer also has them.

[0091] An input / output interface 1005 is connected to bus 1004. An input unit 1006, an output unit 1007, a communication unit 1008, and a storage unit 1009 are connected to the input / output interface 1005.

[0092] The input unit 1006 consists of, for example, a keyboard, mouse, and sensors. The output unit 1007 consists of, for example, a display device such as an LCD and audio output devices such as headphones and speakers. The communication unit 1008 consists of, for example, a router and terminal adapter. The storage unit 1009 consists of a storage device such as a hard disk and flash memory.

[0093] The CPU 1001 can perform various processes according to various programs stored in the ROM 1002 or various programs loaded from the memory unit 1009 into the RAM 1003. In this embodiment, the CPU 1001 executes processes performed by terminal devices T1 to T4, for example. A GPU (Graphics Processing Unit) may be provided separately from the CPU 1001, and like the CPU 1001, it may perform various processes according to various programs stored in the ROM 1002 or various programs loaded from the memory unit 1009 into the RAM 1003, in this embodiment, for example, the processes performed by terminal devices T1 to T4. The GPU is suitable for performing routine processing in parallel, and by applying it to processing in neural networks, which will be described later, it is possible to improve the processing speed compared to the CPU 1001. The RAM 1003 also appropriately stores data necessary for the CPU 1001 and GPU to perform various processes.

[0094] The communication unit 1008 can communicate bidirectionally with the server 1030 via the network 1020. The communication unit 1008 can send data provided by the CPU 1001 to the server 1030, and output data received from the server 1030 to the CPU 1001, RAM 1003, and storage unit 1009, etc. The communication unit 1008 may also communicate with other devices using analog or digital signals. The storage unit 1009 can exchange data with the CPU 1001 and can store and erase information.

[0095] A drive 1010 may be connected to the input / output interface 1005 as needed. The drive 1010 can be appropriately fitted with storage media such as a magnetic disk 1011, an optical disk 1012, a flexible disk 1013, or a semiconductor memory 1014. Computer programs read from each storage medium may be installed in the storage unit 1009 as needed. Furthermore, data necessary for the CPU 1001 to perform various processes, or data obtained as a result of the CPU 1001's processing, may be stored in each storage medium as needed.

[0096] For example, the processing performed by the learning support system according to the above embodiment may be realized by having terminal devices T1 to T4 execute a program. Specifically, one or more programs including a set of instructions for causing a computer system to perform algorithms related to these transmission signal processing or reception signal processing can be created and supplied to terminal devices T1 to T4.

[0097] These programs can be stored and supplied to a computer using various types of non-transitory computer-readable medium. Non-transitory computer-readable medium includes various types of tangible storage medium. Examples of non-transitory computer-readable medium include magnetic storage media (e.g., flexible disks, magnetic tapes, hard disk drives), magneto-optical storage media (e.g., magneto-optical disks), CD-ROMs (Read Only Memory), CD-Rs, CD-R / Ws, and semiconductor memory (e.g., mask ROMs, PROMs (Programmable ROMs), EPROMs (Erasable PROMs), flash ROMs, RAMs (random access memory)). Programs may also be supplied to a computer using various types of transient computer-readable medium. Examples of transient computer-readable medium include electrical signals, optical signals, and electromagnetic waves. Transitory computer-readable medium can be supplied to a computer via wired communication channels such as electric wires and optical fibers, or via wireless communication channels.

[0098] Some or all of the above embodiments may also be described as follows, but are not limited to the following:

[0099] (Note 1) A learning support system comprising: a first performance database storing information on children's learning performance; a performance information transmission unit that reads the performance information stored in the first performance database and transmits the read performance information; a detection unit that detects children suspected of having learning disabilities based on the performance information transmitted from the performance information transmission unit and transmits the detection results; a judgment unit that transmits a judgment result by an expert based on the detection results regarding the validity of the suspected learning disability of the children; a test guidance transmission unit that transmits a test guidance to encourage the children to undergo testing for suspected learning disabilities according to the judgment results; and a communication unit for a representative of a child suspected of having a learning disability to receive the judgment results and the test guidance.

[0100] (Note 2) The learning support system described in Note 1 transmits the judgment result and the inspection instructions to the communication unit.

[0101] (Note 3) The learning support system according to Note 1, further comprising an information transfer unit for transferring received information, wherein the judgment result and the inspection guidance are transmitted to the information transfer unit, and the information transfer unit transfers the received judgment result and the inspection guidance to the communication unit.

[0102] (Appendix 4) The learning support system according to Appendix 1, further comprising: a support information database storing support information for supporting the learning of children suspected of having learning disabilities; and a support information transmission unit that reads support information from the support information database according to the detection result and transmits the read support information.

[0103] (Appendix 5) The learning support system as described in Appendix 4, comprising an information transfer unit for transferring received information, wherein the judgment result, the inspection guidance and the support information are transmitted to the information transfer unit, and the information transfer unit transfers the received judgment result, the inspection guidance and the support information to the communication unit.

[0104] (Appendix 6) The learning support system as described in Appendix 5, further comprising a support information acquisition unit that reads support information from the support information database according to the detection result and transmits the read support information to the communication unit, and the information transfer unit transmits the support information read by the support information acquisition unit to the communication unit.

[0105] (Note 7) The learning support system described in Note 4, which transmits the judgment result, the inspection guidance and the support information to the communication unit.

[0106] (Appendix 8) The learning support system according to Appendix 1 or 2, further comprising: a screening information transmission unit that transmits first screening information indicating the results of a screening performed to detect suspected learning disabilities in the child; a first screening information database that stores the first screening information; and a screening processing unit that calculates a first score indicating the degree of the child's learning disability based on the screening information read from the first screening information database, wherein the determination unit transmits the determination result based on the detection result and the first score.

[0107] (Note 9) The learning support system according to Note 8, further comprising a second screening information transmission unit that transmits to the determination unit second screening information indicating the results of a screening performed separately from the screening performed to obtain the first screening information in order to detect suspicion of a learning disability in the child, wherein the second screening information is further stored in the first screening information database.

[0108] (Note 10) The learning support system according to Note 9, comprising: a second screening information database storing the first screening information and the second screening information; a second performance database storing performance information transferred from the first performance database; and an evaluation unit that calculates a second score indicating the degree of a child's learning disability based on the performance information read from the second screening information database and the performance information read from the second performance database, wherein the determination unit requests the evaluation unit to provide a second score indicating whether the child subject to determination is suspected of having a learning disability; the evaluation unit calculates the second score in response to the request from the determination unit and transmits it to the determination unit; and the determination unit transmits the determination result based on the detection result and the second score.

[0109] (Note 11) The learning support system according to any one of Notes 1 to 10, wherein the communication unit transmits a command to the detection unit regarding whether or not to use information that can identify the child as information for identifying the child in the detection result, and the detection unit uses either information that can identify the child or information that cannot identify the child as information for identifying the child in accordance with the command.

[0110] (Note 12) The learning support system according to any one of Notes 1 to 11, wherein the communication unit transmits a command to the detection unit indicating whether or not to permit the detection unit to use the performance information of the child relating to the agent, and the detection unit, only if permitted by the command, detects a suspected learning disability based on the performance information of the permitted child.

[0111] (Note 13) A learning support method comprising: reading the academic performance information of children stored in a performance database; transmitting the read academic performance information; detecting children suspected of having learning disabilities based on the transmitted academic performance information; transmitting the detection results; transmitting the results of an expert's assessment of the validity of the suspected learning disability of the children based on the detection results; transmitting an examination guide to encourage the children to undergo testing for suspected learning disabilities, in accordance with the assessment results; and having a representative of the child suspected of having a learning disability receive the assessment results and the examination guide. [Explanation of symbols]

[0112] 1 home 2. Educational Institutions 3 Medical Institutions 3A Hospital 3B National Institute for Child Health and Development 4 Service Providers 11. Grade Information Transmission Section 12 Detection unit 13 Judgment section 14. Inspection Information Transmission Unit 15. Information Transfer Unit 16 Communications Department 17 Support Information Transmission Department 18 Support information acquisition department 19, 21 Screening Information Collection Department 20 Screening Processing Unit 22 Evaluation Department Learning support system for 100-103, 200, 201, 300, 301, 400, 401, 500, 600. 1001 CPU 1002 ROM 1003 RAM 1004 Bus 1005 Input / Output Interface 1006 Input section 1007 Output section 1008 Communications Department 1009 Storage section 1010 Drive 1011 Magnetic disk 1012 Optical Disc 1013 Flexible disk 1014 Semiconductor memory 1020 Network 1030 Server 1000 computers D1 Detection Results D2 judgment result DB1 Performance Database DB2 Support Information Database DB3, DB4 Screening Information Database DB5 Performance Database EX Examination Guide INF1, INF2 performance information INF3 Support Information INF4, INF5 Screening Information INF6 findings information INF7 Compatibility Information INS Directive

Claims

1. A first grade database containing information on the students' academic performance, A performance information transmission unit reads the performance information stored in the first performance database and transmits the read performance information, A detection unit detects children suspected of having learning disabilities based on the performance information transmitted from the performance information transmission unit and transmits the detection results. A screening information transmission unit transmits first screening information indicating the results of a screening performed to detect suspected learning disabilities in the child, A first screening information database that stores the first screening information, A screening processing unit calculates a first score indicating the degree of learning disability of the child based on screening information read from the first screening information database, A determination unit transmits the results of a specialist's assessment of the validity of the suspected learning disability of the child, based on the detection results and the first score. A test guidance transmission unit transmits a test guidance message to encourage the child to undergo testing for suspected learning disabilities, in accordance with the aforementioned judgment result. The system includes a communication unit for a representative of a child suspected of having a learning disability to receive the assessment results and the examination notice. Learning support system.

2. The aforementioned determination result and the aforementioned inspection instructions are transmitted to the communication unit. The learning support system according to claim 1.

3. It further includes an information transfer unit that transfers the received information, The judgment result and the inspection instructions are transmitted to the information transfer unit. The information transfer unit transfers the received judgment result and inspection guidance to the communication unit. The learning support system according to claim 1.

4. A support information database containing support information for assisting the learning of children suspected of having learning disabilities, The system further includes a support information transmission unit that reads support information from the support information database in accordance with the detection result and transmits the read support information. The learning support system according to claim 1.

5. It is equipped with an information transfer unit that transfers the received information, The judgment result, the inspection guidance, and the support information are transmitted to the information transfer unit. The information transfer unit transfers the received determination result, inspection guidance, and support information to the communication unit. The learning support system according to claim 4.

6. The system further includes a support information acquisition unit that reads support information from the support information database in accordance with the detection result and transmits the read support information to the communication unit. The information transfer unit transmits the support information read by the support information acquisition unit to the communication unit. The learning support system according to claim 5.

7. The judgment result, the inspection guidance, and the support information are transmitted to the communication unit. The learning support system according to claim 4.

8. The system further includes a second screening information transmission unit that transmits to the determination unit second screening information indicating the results of a screening performed separately from the first screening performed to obtain the first screening information in order to detect suspicion of learning disability in the child, The first screening information database further stores the second screening information. A learning support system according to claim 1 or 2.

9. A computer, The system retrieves the student's academic performance information stored in the performance database and transmits the retrieved performance information. Based on the transmitted performance information, children suspected of having learning disabilities are detected, and the detection results are transmitted. First screening information is transmitted, showing the results of a screening conducted to detect suspected learning disabilities in the child. The first screening information is stored in the first screening information database. Based on the screening information read from the first screening information database, a first score indicating the degree of the child's learning disability is calculated. Regarding the validity of the suspected learning disability of the child, the expert's assessment result based on the detection results and the first score is transmitted. Based on the aforementioned assessment results, a notification will be sent to encourage the child to undergo testing for suspected learning disabilities. The aforementioned assessment results and the aforementioned test instructions will be received by a representative of the child suspected of having a learning disability. Learning support methods.

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