JP2011175073A - Independence support assisting tool - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a tool for reducing the burden on a person who assists a handicapped person in their life and for assisting self-support of the handicapped person. <P>SOLUTION: An independence support assisting tool is provided wherein, for a portion where an external force is applied, an elastic material whose hysteresis loss ratio is <50% and elongation at break is ≥100% and ≤1,200% is used. More preferably, a finger hole and a gripping object hole are formed in the tool, and a user expands the finger hole to insert a thumb or an index finger in the hole and expands the gripping object hole to insert an object to be gripped in the hole so that the tool assists the user in gripping the object to be gripped. The independence support assisting tool has a finger hole-forming part where the finger hole is formed, a gripping object hole-forming part where the gripping object hole is formed, and a connection part connecting the finger hole-forming part and the gripping object hole-forming part. The finger hole-forming part, the gripping object hole-forming part, and the connection part are the parts where the external force is applied and are made of the elastic material. <P>COPYRIGHT: (C)2011,JPO&INPIT

Description

  The present invention relates to a tool for supporting independence of persons with disabilities and the like.

  In recent years, persons with disabilities, intellectual disabilities or mental disabilities (hereinafter sometimes collectively referred to as “disabilities”) (hereinafter referred to as “disabled persons”) due to the enactment of the Act on the Support of Persons with Disabilities In particular, various proposals have been made (see, for example, Patent Documents 1 to 3 and Non-Patent Document 1). However, the degree of obstacles varies greatly, and it is difficult to propose a uniformly effective method.

  In addition, even those who are not recognized as disabled are subject to restrictions in daily life. For example, even though tools such as writing instruments cannot be used well because childhood growth is slow, the use of these tools forcibly can lead to strange habits. In order to use the tool successfully, you must correct this wrinkle once, but there are those who have spared the effort and cannot use the tool well without correcting it. Others may not be able to use the above tools successfully due to muscle weakness with age.

JP-A-8-22242 JP 2003-169730 A Japanese Utility Model Publication No. 6-12091

“Recording / Playback & 1 Switch Type Big Mac / Little Mac”, [online], Pacific Supply Co., Ltd., [Search January 7, 2010], Internet <URL: http://www.p-supply.co. jp / comaid / voca / mac / index.html>

  In view of the above circumstances, it is an object of the present invention to enable an independence support activity in a school education site or the like to be performed smoothly and to increase opportunities for independence of persons with disabilities and the like.

In order to solve the above problems, the first self-supporting assisting tool of the present invention is:
An elastic material having a hysteresis loss rate of less than 50% and an elongation at break of 100% or more and 1200% or less is used for a portion to which an external force is applied.

  When the hysteresis loss rate is less than 50%, a force is generated to surely return to the original shape even if the deformation is deformed, and a frictional force is generated by this force. Therefore, according to the first self-supporting assisting tool, the force applied to the tool can be efficiently used by using the elastic material in the part where the external force is applied, such as a part that grips the tool or a base part. Moreover, if the elongation percentage at the time of cutting is 100% or more and 1200% or less, various deformations can be dealt with, for example, even when a disabled person pulls excessively during use.

Here, the first independence support aid is
A finger hole and a gripping object hole are formed, and the finger hole is expanded to pass either one of the thumb or the index finger, and the gripping object hole is expanded to assist the gripping object through the gripping object. And
A finger hole forming portion in which the finger holes are formed;
A gripping object hole forming portion in which the gripping object hole is formed;
The second self-supporting assisting tool may include a connecting portion that connects the finger hole forming portion and the grasped object hole forming portion.

  In the second self-supporting assisting tool, the finger hole forming part, the grasped object hole forming part, and the connecting part may be made of an elastic material having a predetermined elasticity as a part to which an external force is applied. .

  Here, it is preferable that the finger hole forming part, the gripping object hole forming part, and the connecting part have a hardness (conforming to JIS K6253 and K6249) of 0 ° or more and 15 ° or less. More preferably, it has elasticity.

  According to the second self-supporting assisting tool, it is possible to learn how to hold the writing tool or the like without force. By holding this way, it is possible to prevent the user from getting tired as soon as he / she writes a letter and to lose his / her concentration, and to learn effectively. Further, since the second self-supporting assisting tool is made of an elastic material, it is possible to grip writing tools and the like having various shapes.

The second independence support aid is
The finger hole forming part is annular,
The gripping object hole forming part is also annular,
The connecting part is a shared part that is a part of the finger hole forming part and a part of the gripping object hole forming part;
It is preferable that a constriction is formed between the outer periphery of the finger hole forming portion and the outer periphery of the grasped object hole forming portion.

  According to the second self-supporting assisting tool, since the finger hole forming part and the grasped object hole forming part are annular, it is possible to easily attach a finger, a writing instrument, and the like. Moreover, since the constriction is formed, the angle for gripping the writing instrument or the like can be easily changed according to the size of the hand.

Furthermore, the second independence support aid is
It is preferable that the connecting portion includes a reinforcing portion that reinforces the shared portion.

  According to the second self-supporting assisting tool, it is possible to reinforce the portion where the twist occurs and endure more use.

Furthermore, the second independence support aid is
It is preferable that the finger hole forming portion has a chamfered outer edge, and the grasped object hole forming portion also has a chamfered outer edge.

  According to this second self-supporting assisting tool, it is possible to withstand more use by eliminating the corners that are easily chamfered and cut.

In addition, the second independence support aid is
It is preferable that the finger hole forming portion has a larger hole than the grasped object hole formed by the grasped object hole forming portion as the finger hole.

  According to this 2nd independence assistance auxiliary tool, it can respond to a writing instrument etc. of various thickness.

In addition, the second independence support aid is
The distance between the center of the finger hole and the center of the gripping object hole may be 2 to 4 times the radius of the finger hole, preferably 2 to 3 times, preferably 2 to 2 times. .5 times or less is more preferable.

  According to the second self-supporting assisting tool, the writing instrument or the like can be held at a position that matches the size of the hand.

The second independence support aid is
One of the thumb or forefinger can be passed through the finger hole, the gripping object can be passed through the gripping object hole, and the gripping object can be gripped with at least one of the ring finger or the little finger. It may be a third self-supporting assisting tool provided with a grip assisting part.

  Here, the grip assisting portion has an elasticity, for example, a hardness (based on JIS K6253 and K6249) of preferably greater than 15 °, more preferably 30 ° or more, and an elasticity having the properties of the elastic material. It is more preferable that

  According to the third self-supporting assisting tool, the writing tool or the like can be stably gripped by holding the grip assisting part with the ring finger or the little finger to bring these fingers into a stable state.

Furthermore, the third independence support aid is
The grip assisting portion is preferably rod-shaped.

  According to the third self-supporting assisting tool, the cost can be kept low and the grip assisting part can be easily gripped.

Furthermore, the third independence support aid is
It is preferable that the grip assisting portion extends from the gripped object hole forming portion.

  According to the third self-supporting assisting tool, the grip assisting part can be provided at a position where it is easier to grip.

In addition, the third independence support aid is
The grip assisting part is preferably harder than the gripped object hole forming part.

  According to the third self-supporting assisting tool, since the grip assisting part can be gripped with more force, the writing instrument or the like can be gripped more stably.

In addition, the first independence support aid is
It is attached to a switch that is turned on when the operation surface receives a predetermined load and sinks or tilts, and assists the operation of applying the predetermined load to the operation surface.
An operating body having an extending portion extending in a direction perpendicular to the operating surface;
The 4th self-supporting assistance tool which has a fixing | fixed part which detachably fixes the end of the said operation body to the said operation surface may be sufficient.

  In the fourth self-supporting assisting tool, the extending portion may be a portion to which an external force is applied and made of an elastic material having a predetermined elasticity.

  Here, for example, the fixing portion preferably has a hardness (conforming to JIS K6253 and K6249) of 0 ° or more and 40 ° or less, and the operating body has a hardness (conforming to JIS K6253 and K6249), for example. It is preferably 50 ° or more and 70 ° or less. That is, it is preferable that the operation body has a higher hardness than the fixed portion. The operating body needs to have a certain degree of hardness in order to reliably transmit the applied operating force to the operation surface, whereas the fixed part has a certain degree of softness to easily follow the shape of the operation surface. is required. The elasticity of the fourth self-supporting assisting tool is more preferably an elasticity having the properties of the elastic material.

  By attaching the fourth self-supporting assisting tool to a commercially available push button type input device, the input device can be operated with force from various directions. In addition, since it is easy to attach and detach, it can be reused for the same input device. Furthermore, it is possible to encourage a passive child or the like to operate by imitating a character of interest. Furthermore, since it has elasticity, it is hard to get injured during operation.

Furthermore, the fourth independence support aid is
It is preferable that the other end of the operation body with respect to the one end has a head that extends in the direction intersecting the vertical direction.

  According to the fourth self-supporting assisting tool, since the center of gravity is biased toward the head side, it can be operated with a light force. Furthermore, since the thickness of the head becomes thicker than the thickness of the operation unit, it is easy to operate.

  Here, the elasticity of the head is preferably, for example, a hardness (based on JIS K6253 and K6249) of 50 ° or more and 70 ° or less.

In addition, the first independence support aid is
It is laid on the seating surface of the chair and assists so that the posture sitting on the seating surface can be maintained,
A front surface on which a plurality of grooves are formed;
The 5th self-supporting assistance tool which has the back surface provided with the several hole may be sufficient.

  In the fifth self-supporting assisting tool, the front surface and the back surface may be made of an elastic material having a predetermined elasticity as a part to which an external force is applied.

  Here, the front surface and the back surface preferably have an elasticity, for example, a hardness (conforming to JIS K6253 and K6249) of 0 ° or more and 15 ° or less, and has the properties of the elastic material. Is more preferable.

  According to the fifth self-supporting assisting tool, when the person sits down, the air passes through the groove on the front surface, so that it does not get steamed. Moreover, it is prevented that the clothes worn on the user's buttocks get caught on the edge of the groove and slip. Furthermore, since an air room is formed between the hole provided on the back surface and the seat surface of the chair, it is possible to provide a comfortable and comfortable sitting comfort. In addition, the said groove | channel may be formed in parallel and the said hole may be regularly arrange | positioned.

Furthermore, the fifth independence support aid is
The thickness is preferably 100 mm or less, and more preferably 10 mm or less.

  According to the fifth self-supporting assisting tool, the height position of the seating surface does not change so much even when laid on a chair, so there is no need to readjust the height of the chair according to the person sitting.

Furthermore, the fifth independence support aid is
The front surface is preferably a surface in which a plurality of grooves having a V-shaped cross section are formed in parallel.

  According to the fifth self-supporting assisting tool, the cost can be kept low.

In addition, the fifth independence support aid is
The back surface is preferably a surface on which polygonal holes are formed without gaps.

  According to the fifth self-supporting assisting tool, the cost can be reduced by reducing the material, and flexibility can be obtained.

In addition, the fifth independence support aid is
The back surface is preferably a surface on which a plurality of holes that become narrower toward the front surface side are formed.

  According to the fifth self-supporting assisting tool, since the area of the elastic material that supports the load increases as the load increases, flexibility according to the load can be obtained.

In addition, the first independence support aid is
It helps to draw a line with a writing instrument,
The edge to which the writing instrument is applied,
A non-slip portion provided on the back surface;
Provided on the front surface, and having a dent shaped like the belly of the fingertip facing the edge side,
The dent portion may be a sixth self-supporting assisting tool having two or more types of dents having different opening sizes.

  In the sixth self-supporting assisting tool, the anti-slip portion may be a portion to which an external force is applied and made of an elastic material having a predetermined elasticity.

  The dent part has a plurality of dent parts, and may have a dent with a tapered edge. By having a plurality of the tapered recesses, it is possible to apply a finger in a natural direction to the sixth self-supporting assisting tool. Moreover, you may have two or more types of dents from which the dent depth differs.

  Here, the anti-slip portion preferably has an elasticity of, for example, a hardness (conforming to JIS K6253 and K6249) of 5 ° or more and 40 ° or less, and more preferably an elasticity having the properties of the elastic material. .

  According to the sixth self-supporting assisting tool, since the slip stopper is provided, the assisting tool itself is not easily displaced, and the line can be easily drawn. Furthermore, if a dent part is used, not only will it become easy to hold down, but a line can be drawn with the edge directed in a natural direction.

Furthermore, the sixth independence support aid is
It is preferable that the edge has a white scale on a black background.

  According to the sixth self-supporting assisting tool, it is easy to see the scale, and it is possible to draw a line having a desired length more accurately. It can also be used for accurate length measurement.

Furthermore, the sixth independence support aid is
A fulcrum portion provided on the back surface;
It is preferable to have a non-contact portion that is a non-contact portion with the mounting surface on which the self-supporting assisting tool is mounted, and that the edge rises with the fulcrum portion as a fulcrum when pressed.

  According to the sixth self-supporting assisting tool, the edge that is lifted by pressing the non-contact portion can be grasped, and the sixth self-supporting assisting tool can be easily taken from the placement surface.

In addition, the sixth independence support aid is
It is preferable that the fulcrum portion is provided on the anti-slip portion.

  According to the sixth self-supporting assisting tool, even if the non-contact portion is pressed and lifted, it can be lifted without slipping.

In addition, the first independence support aid is
When placing a paper on the placement surface and writing on the paper, a seventh self-supporting assisting tool placed between the placement surface and the paper may be used.

  The seventh self-supporting assisting tool may be made of an elastic material having a predetermined elasticity.

  Here, it is preferable that the elasticity of the seventh self-supporting assisting tool is, for example, a hardness (based on JIS K6253 and K6249) of 25 ° or more and 75 ° or less, and has the properties of the elastic material. It is more preferable.

In addition, the seventh independence support aid is
The thickness is preferably from 0.1 mm to 30 mm, more preferably from 0.5 mm to 5 mm.

Furthermore, the seventh independence support aid is
It is preferable that a frame having a size corresponding to a standard for the size of a predetermined sheet is provided on at least one of the front surface and the back surface.

In addition, the seventh independence support aid is
It is also preferable that a scale is provided on at least one of the front surface and the back surface.

  In addition, the scale may be provided inside the said frame, and the scale may be provided outside.

  According to the self-supporting assisting tool of the present invention, the burden on the person who assists the life of a disabled person can be reduced, and a tool that can assist their own self-supporting can be provided.

It is a figure which shows how to hold a pencil. It is a figure which shows the 1st holding | maintenance assistance tool which is 1st Embodiment of the independence assistance assistance tool of this invention. (A) is a figure which shows a mode that the left-handed person has mounted | worn with the 1st holding | maintenance assistance tool shown in FIG. 2, (b) is a state which is holding the pencil using a 1st holding | maintenance assistance tool (C) is a figure which shows a mode that the way of holding | maintaining 3 point | piece support is trained. It is a figure which shows the 2nd holding assistance tool. It is a figure which shows a mode that the 2nd holding assistance tool is mounted | worn. (A) is a figure which shows a mode that the 2nd holding assistance tool which adjusted the holding | maintenance auxiliary | assistance part according to the magnitude | size of the hand was mounted | worn, and let the pencil pass the holding | grip object hole, (b) is (a) (C) is a figure which shows a mode that the pencil is grasped from the state of (), and (c) is a figure which shows a mode that how to hold is trained. It is a figure which shows the pushbutton switch with which a pushbutton auxiliary tool is mounted | worn. (A) is a figure which shows a push button auxiliary tool, (b) is a figure which shows a mode that the push button auxiliary tool is used. (A) is a figure which shows a mode that the pushbutton auxiliary tool was mounted | worn in the center of the operation surface of a pushbutton type switch, (b) was equipped with the pushbutton auxiliary tool in the peripheral part of the operation surface of the pushbutton type switch. It is a figure which shows a mode. (A) is a figure which shows a mode that force is applied to the direction in which the pushbutton assisting tool shown in FIG.9 (a) falls down, (b) is a pushbutton assisting tool shown in FIG.9 (a). It is a figure which shows a mode that it is pressing down from right above. It is a figure which shows a mode that the pushbutton auxiliary tool was mounted | worn with the pushbutton type switch smaller than the pushbutton type switch shown in FIG.9 and FIG.10. It is a figure which shows a mode that the pushbutton auxiliary tool was decomposed | disassembled. It is a figure which shows the how to sit down seat. It is a figure which shows a mode that the child is sitting on the chair. (A) is a figure which shows the drawing assistance tool of this embodiment, (b) is sectional drawing in BB 'of (a), (c) is a mode that the drawing assistance tool was mounted in the plane. FIG. (A) is a figure which shows a mode that the drawing assistance tool was hold | suppressed with the hand, (b) is a figure which shows a mode that the line is drawn using the drawing assistance tool. It is a figure which shows the writing assistance mat of this embodiment. (A) is a figure which shows a mode that it is learning using a writing auxiliary mat, (b) is a figure which shows a mode that a writing auxiliary mat and an eraser are used, (c), It is a figure which shows a mode that a circle is drawn using a writing assistance mat and a compass.

  Hereinafter, embodiments of the self-supporting assisting tool of the present invention will be described with reference to the drawings.

  Initially, the 1st holding assistance tool which is embodiment of the 2nd self-supporting assistance tool of this invention is demonstrated.

  In order to have a good tool such as a writing instrument, it is important to be able to control the strength of each finger. The ability to control the strength of each finger is sometimes referred to as separation or independence, and the description will be continued hereinafter referred to as separation. If this separation is insufficient, for example, when holding a writing instrument with the thumb, forefinger, and middle finger, the ring finger and little finger will be forced by these three fingers, and the writing instrument cannot be held well. There is. Hereinafter, a case where a pencil is held will be described as an example.

  FIG. 1 is a diagram showing how to hold a pencil.

  The holding method shown in FIGS. 1A and 1B is an example of a holding method by a person with insufficient separation. In FIG. 1A, the fingertip holding the pencil P is applied with more force than necessary. Moreover, in FIG.1 (b), the pencil P is grasped with the palm. As described above, if the separation is insufficient, when one finger is moved, the other finger is moved and moved, so that the holding method for fixing the pencil P as shown in FIGS. Tend to. In such a way of holding, since the pencil P is fixed, it is difficult to move the pencil P smoothly. Therefore, there are problems such as being unable to write characters well, taking time to write characters, and getting tired immediately even if writing characters and not being able to concentrate on the class. In addition, even a person who has acquired separability later has a problem that the above-mentioned holding method becomes a habit and correction is not easy.

  FIG. 1 (c) shows a holding method (hereinafter referred to as a correct holding method) expected to be learned by using the first holding assist tool. In this figure, a pencil P is a portion FW (a portion surrounded by a dotted line in the figure, hereinafter referred to as a first web), a thumb TH, and a middle finger MF straddling between the base of the thumb TH and the base of the index finger IF. It is supported by three points. At this time, the index finger IF is lightly attached to the pencil P. In the case of the correct holding shown in FIG. 1 (c), the pencil P can be stably supported at the above three points. Therefore, the force when holding the method shown in FIGS. 1 (a) and (b) is used. It is possible to write a character while holding the pencil P with a light force compared to the above. The first holding assist tool of the present embodiment is intended to learn the correct holding method shown in FIG.

  FIG. 2 is a diagram showing a first holding assist tool 100 that is an embodiment of the second self-supporting assist tool of the present invention.

  FIG. 2 (a) shows the first holding assist tool 100 of the present embodiment in a three-sided view, and FIG. 2 (b) shows the first holding assist tool 100 in a perspective view. ing. The first holding aid 100 shown in FIGS. 2 (a) and 2 (b) is made of silicone rubber, and has two holes H1 and H2. Of these holes, the larger hole H1 is a finger hole H1 for passing a finger, and the smaller hole H2 is a grasped object hole H2 for holding an object. Hereinafter, the part that forms the finger hole H1 is referred to as a finger hole forming part 101, and the part that forms the grasped object hole H2 is referred to as a grasped object hole forming part 102.

  The finger hole H1 of the first holding aid has a radius of 7.5 mm and is thinner than the average thickness of an adult thumb. When the finger hole H1 is expanded and the thumb TH is passed, it is brought into close contact with the finger by the restoring force of the silicone rubber, and a frictional force is generated between the finger hole forming portion 101 and the thumb TH. This frictional force makes it difficult for the first holding assist tool 100 to come off the thumb TH. In addition, there is no restriction | limiting in particular in the radius of the finger hole H1, What is necessary is just a magnitude | size which the finger hole formation part 101 closely_contact | adheres to the user's finger | toe, and if it is for children, the radius of the finger hole H1 It becomes smaller than 7.5 mm.

  The gripping object hole H2 has a radius of 4.0 mm and is thinner than a general writing instrument. When the gripping object hole H2 is expanded and the pencil P is passed through, the gripping object hole forming portion 102 is brought into close contact with the pencil P and a frictional force is generated as in the case where the thumb TH is passed through the finger hole H1. This frictional force makes it difficult for the pencil P to come off the first holding aid 100. In addition, there is no restriction | limiting in particular in the radius of the holding | grip object hole H2, What is necessary is just a magnitude | size that the holding | grip object hole formation part 102 closely_contact | adheres to a holding object. Here, the object to be grasped is not limited to the pencil P, and includes, for example, an oil-based pen having a diameter larger than that of the pencil P, and tableware such as a spoon and a fork.

  That is, the thumb can be passed through the finger hole H1, the pencil P can be passed through the grasped object hole H2, and the pencil P can be fastened to the thumb. Here, the linear distance connecting the center of the finger hole H1 and the center of the grasped object hole H2 is not less than 2 times and not more than 4 times the radius of the finger hole H1, preferably not less than 2 times and not more than 3 times. More preferably, it is 2.5 times or less. By taking such a numerical range, the first holding aid can be adapted to the size of the finger. In addition, the upper limit is defined here: the longer the linear distance is, the more the pencil P will not be placed on the first web FW, and it will fall to the index finger IF side so that it will learn how to hold it correctly. Because it becomes impossible to.

  Further, the inner peripheral edge 1031 and the outer peripheral edge 1032 of the first holding assist tool 100 are chamfered in an R shape. When the chamfer is not chamfered, the edges (1031, 1032) are more likely to be cracked than when the chamfer is chamfered. There is a problem that the direction aid 100 is cut. In order to solve this problem, in the first holding assist tool 100, the inner peripheral edge 1031 and the outer peripheral edge 1032 are chamfered in an R shape so as to be difficult to cut.

  FIG. 2C is a cross-sectional view taken along line A-A ′ of FIG. 2A, showing each part of the first holding assist tool 100.

  FIG. 2C shows a state in which the finger hole forming unit 101 and the grasped object hole forming unit 102 share a part. The finger hole forming part 101 and the grasped object hole forming part 102 are each annular, and the shared part 104 indicated by cross-hatching in the drawing connects the finger hole forming part 101 and the grasped object hole forming part 102. Further, a reinforcing portion 105 for preventing the shared portion 104 from being twisted and cut is shown by a left-down hatching. The shared portion 104 and the reinforcing portion 105 correspond to an example of a connecting portion in the second self-supporting assisting tool of the present invention.

  In the first holding assist tool 100, a constriction N is formed at a portion where the outer peripheries of the finger hole forming part 101 and the grasped object hole forming part 102 are connected, and the finger hole forming part 101 and the grasped object hole forming part are formed. By twisting 102, the angle of the pencil P with respect to the thumb TH can be easily changed. For this reason, the pencil P can be placed on the first web FW even if the thumb TH moves to use a writing instrument or the like.

  Hereinafter, a method of using the holding aid 100 shown in FIG. 2 will be described with reference to FIG.

  FIG. 3A is a diagram showing a left-handed person wearing the first holding aid 100 shown in FIG. FIG. 3A shows a state in which the user's thumb is passed through the finger hole H1 of the first holding assist tool 100. FIG. At this time, the first holding assisting tool 100 is mounted so that the grasped object hole H2 is between the thumb TH and the index finger IF. By passing the writing implement or the like through this gripping object hole H2, the writing implement or the like is put on the first web FW (see FIG. 10C). After that, the user can easily support the writing instrument or the like with three points of the thumb TH, the middle finger MF, and the first web FW by simply grasping the writing instrument or the like with the fingertip.

  In FIG.3 (b), the pencil P is hold | gripped using the 1st holding assistance tool 100 shown in FIG. Since the pencil P is fastened to the thumb TH by the first holding aid 100, the pencil P is dropped when the pencil P is held by the above three-point support (support by the first web FW, the thumb TH, and the middle finger MF). Can help you not. For this reason, even a person who cannot move each finger independently can train how to hold the three-point support using the first holding aid 100.

  FIG.3 (c) is a figure which shows a mode that it trains how to hold | maintain the said 3 point | piece support, In this figure, it is a pencil with the correct way of holding using the 1st holding | maintenance assistance tool 100 shown in FIG. A state is shown in which P is gripped and the pencil P is being used. In addition, the user of the 1st holding assistance tool 100 of this FIG.3 (c) is a right-handed person unlike the user of Fig.3 (a) and (b). In this way, the first holding assist tool 100 can train the correct way of holding regardless of the dominant hand.

  In addition, although this embodiment demonstrated the case where the pencil P was hold | gripped, the holding object is not restricted to the pencil P. FIG. For example, an oil-based pen having a diameter larger than that of the pencil P or tableware such as a spoon and a fork may be used. Further, in the present embodiment, the method of holding in FIG. 1C has been described as a target, but it is also possible to learn how to hold the first web FW on the index finger IF side through the index finger IF through the finger hole H1. is there. The material may be an elastic material other than silicone rubber (for example, elastomer (thermoplastic elastomer), vulcanized rubber, polyurethane foam, etc.).

  The holding aid 100 is preferably matched to the size of the user's hand. As your hand grows larger, your fingers become thicker. Furthermore, when holding a writing instrument or the like, the distance between the thumb TH and the writing instrument also increases. Therefore, it is preferable that the distance between the center of the finger hole H1 and the center of the grasped object hole H2 is not less than 2 times and not more than 2.5 times the radius of the finger hole H1. With the holding aid 100 having this ratio, the writing instrument or the like can be held at a position that matches the size of the hand.

  In the first holding assist tool 100 of this embodiment, silicone rubber, which is an elastic material, is used for the finger hole forming part 101, the gripping object hole forming part 102, the shared part 104, and the reinforcing part 105 to which external force is applied. However, this elastic material preferably has a hardness (conforming to JIS K6249) of 0 ° or more and 15 ° or less, a hysteresis loss rate of less than 50%, and an elongation rate at cutting of 100% or more. More preferably, it is 1200% or less.

  The lower the hysteresis loss rate, the more frictional force is generated by trying to return to its original shape even if it is deformed. In addition, if the elongation percentage at the time of cutting is 100% or more and 1200% or less, it is possible to cope with the size of a generally grasped object and endure even when the handicapped person pulls excessively during use. it can.

  Next, the 2nd holding | maintenance assistance tool which is embodiment of the 3rd independence assistance assistance tool of this invention is demonstrated.

  The second holding assist tool described here is intended for those who have difficulty learning how to hold the first holding assist tool. There are individual differences in the above-mentioned acquisition of separability, and there are those who cannot easily learn how to hold even when using the first holding aid. For example, even if an attempt is made to maintain the above-described three-point support using the first holding assist tool, the finger and the little finger are in an unstable state in which nothing is gripped. In this state, the three fingers with writing instruments may become unstable. Not only is it difficult for such a person to continue learning, it can also be painful for the learner. The second holding assist tool of the present embodiment is intended to increase at least such a low separability to such a degree that the first holding assist tool can practice.

  FIG. 4 is a diagram illustrating the second holding assisting tool 200. The figure (a) is a figure which shows the 2nd holding assistance tool 200 from 3 directions, and the figure (b) is a perspective view of the 2nd holding assistance tool 200.

  The second holding assist tool 200 shown in FIG. 4 is bonded to the portion corresponding to the gripping object hole forming portion 102 of the first holding assist tool 100 shown in FIG. It is what has been. The grip assisting part 201 is a rod-shaped member made of silicone rubber that is harder than the first holding assisting tool 100. In addition, the same code | symbol is attached | subjected about the same part as the 1st holding assistance tool 100 shown in FIG. 2, and description is abbreviate | omitted. In addition, the constriction N is provided also in the 2nd holding assistance tool 200 shown in FIG. In the second holding assist tool 200, the shape is changed so as to conform to the shape of the adhered gripping assisting portion 201, so that the constriction degree of the constriction N is compared with the case of the first holding assist tool 100 alone. Although it is small, the writing tool or the like can be placed on the first web FW by the constriction N even if the thumb TH moves to use the writing tool or the like.

  In the second holding assist tool 200, the first holding assist tool 100 and the grip assisting part 201 are different in hardness. Therefore, the second holding assist tool 200 is manufactured by forming the first holding assist tool 100 and the grip assisting part 201 and then covering and bonding the respective contact portions with the joint part 202. However, the second holding assist tool 200 is not limited to the one manufactured by the above-described method, and the hardness of the first holding assist tool 100 portion and the grip assisting portion 201 portion is made different by, for example, integral molding. It may be made. The first holding assist tool 100 and the grip assisting part 201 may have the same hardness.

  In addition to the prismatic shape, the grip assisting portion 201 may be a columnar shape, or may be a bulge that is easy to grip.

  Next, a method of using the second holding assisting tool 200 will be described with reference to FIGS.

  FIG. 5A is a diagram illustrating a state in which the second holding assist tool 200 is mounted. In FIG. 5A, similarly to the first holding assist tool 100, the thumb is passed through the finger hole H1 of the second holding assist tool 200, and the grip assisting portion 201 is moved to the middle finger MF, the ring finger RF, and the little finger SF. It is shown that it is gripping with. The grip assisting part 201 is made long so that even a person with a large hand can grip it. That is, when the user grips the grip assisting portion 201 with at least one of the little finger or the ring finger, the grip assisting portion 201 has a length that protrudes from the user's palm and can be cut. Is. For this reason, as shown in FIG. 5A, the grip assisting part 201 protrudes from the palm depending on the size of the hand. The protruding portion can be easily cut off with a cutter or the like as shown in FIG. In this way, the grip assist unit 201 can be adjusted according to the size of the hand.

  FIG. 6A is a diagram illustrating a state in which the second holding assisting tool 200 in which the grip assisting unit 201 is adjusted according to the size of the hand is attached and the pencil P is passed through the gripping object hole H2. As shown in FIG. 6 (a), by passing the thumb through the finger hole H1 so that the grip assisting portion 201 is positioned across the palm, the grip assisting portion 201 is grasped with the ring finger or the little finger while gripping the pencil P. Can do.

  FIG. 6B is a diagram illustrating a state where the pencil P is gripped from the state of FIG. The user of the second holding aid 200 shown in FIG. 6 (b) cannot move all the fingers independently well without doing anything. In the case of the user shown in FIG. 6, when the grasping assisting part 201 is grasped with the ring finger RF and the little finger SF, the thumb TH and the index finger IF can be moved independently. However, the middle finger MF grips the grip assisting unit 201 by the movement of the ring finger RF and the little finger SF. Here, since it is difficult to move the middle finger MF independently suddenly, first, the correct holding method is trained with the thumb TH and the index finger IF. The state of this training is shown in FIG.

  If the middle finger MF cannot be moved independently as shown in FIGS. 6B and 6C, each of the thumb TH, the index finger IF, and the middle finger MF cannot be moved completely independently. Therefore, although it does not become the correct way of holding, it can be held in a state that is generally close to the correct way of holding with the second holding aid 200. Therefore, it is possible to effectively learn the correct way of holding by training intensively where there are problems. In the case of FIGS. 6B and 6C, it is conceivable to concentrate on the middle finger MF.

  As described above, the grip assisting part 201 is harder than the first holding assist tool 100 and is easier to grip. Further, the grip assisting portion 201 described here extends from the grasped object hole forming portion 102 and is provided at a position where the grip assisting portion 201 can be easily gripped.

  When the grasping assisting part 201 is grasped with the ring finger and the little finger, the grasped finger is stabilized, so that when holding the pencil P, it is possible to prevent other fingers from being caught by the movement of the ring finger and the little finger. In other words, even those who still cannot move their fingers independently can concentrate and train on three fingers with the pencil P by keeping the ring finger and little finger in a stable state. Can learn. This second holding assist device 200 is particularly suitable for those who have delayed finger separation development and those who have inferior finger functions due to cerebral palsy, developmental emphasis, cervical spinal cord injury, or the like. It is effective. However, the target person of the 2nd holding assistance tool 200 is not restricted to a disabled person. When separability is obtained using the second holding assist tool, the first holding assist tool described above may be practiced. It can be urged to hold a pencil etc. without these aids in the future. In addition, the holding | maintenance auxiliary | assistance part 201 of a 2nd holding | maintenance assistance tool may be detachable. The material of the second holding aid may be an elastic material other than silicone rubber (for example, an elastomer (thermoplastic elastomer), vulcanized rubber, polyurethane foam) or the like.

  The second holding assist tool 200 of the present embodiment uses the first holding assist tool 100, and the external force of the first holding assist tool 100 is applied as in the case of the first holding assist tool 100. Silicone rubber, which is an elastic material, is used for the finger hole forming part 101, the gripping object hole forming part 102, the shared part 104, and the reinforcing part 105, which have a hardness (conforming to JIS K6249) of 0. It is preferable to use a material having a hysteresis loss rate of less than 50% and a material having a cutting elongation of 100% or more and 1200% or less.

  Moreover, although the silicone rubber which is an elastic material was used for the holding | maintenance auxiliary | assistance part 201 of the 2nd holding assistance tool 200 of this embodiment, this elastic material has a hardness (based on JISK6249) larger than 15 degrees. It is preferable that the angle is 30 ° or more. Further, the hysteresis loss rate is preferably less than 50%, and the elongation at break is preferably 100% or more and 1200% or less.

  Thirdly, a push button assisting tool that is an embodiment of the fourth self-supporting assisting tool of the present invention will be described.

  FIG. 7 is a diagram showing a push button type switch 800 to which a push button assisting tool is attached.

  FIG. 7A shows the appearance of the push button switch 800. This push button type switch 800 is used for a person with a disability to indicate his / her intention, and such a push button switch is often used in facilities, hospitals, and the like.

  FIG. 7B shows a simplified cross-sectional view of a part of the push button switch shown in FIG. FIG. 7B shows a state where the push button type switch 800 includes an operation surface 801, a switch main body 802, and a stopper 803. The push button switch 800 outputs a signal when the switch main body 802 is pressed when a predetermined load is applied to the operation surface 801. FIG. 7C shows an operation surface 801 that is depressed by applying a load (see an arrow shown in the figure) at the center, and a switch body 802 that is pressed by the operation surface 801. Further, FIG. 7D shows an operation surface 801 that is inclined by applying a load (see an arrow in the drawing) to the peripheral portion, and a switch body 802 that is pressed by the operation surface 801. The push button switch 800 is provided with a stopper 803 at the periphery of the operation surface 801 to limit the vertical movable range of the periphery. Therefore, when a load is applied to the peripheral portion of the operation surface 801, the stopper 803 on the opposite side to the portion where the load is applied becomes a fulcrum, and the switch main body 802 at the center can be pressed down.

  The push button switch 800 is not always used by hand, but may be used by a handicapped person (for example, a foot or a head). Therefore, as shown in FIGS. 7C and 7D, it is configured to be operated even when a load is applied not only to the central portion but also to the peripheral portion.

  However, when the push button type switch 800 is placed on a desk or a floor as it is, the push button type switch 800 may slide depending on the operation method, and may not be operated well. Therefore, it is desirable to fix in an easy-to-handle place, but it takes time and effort to fix. Furthermore, since the degree of obstacles varies, there is a possibility that a place that is easy for one person to operate is a place that is difficult for another person to operate. In addition, as described above, the push button type switch 800 is configured to react by simply applying a load to a part of the operation surface 801, but the operation may be difficult depending on the installation direction of the push button. .

  The push button assisting tool of the present embodiment is intended to easily improve the operability of the push button type switch 800 shown in FIG.

  Fig.8 (a) is a figure which shows the pushbutton assistance tool 300 which is embodiment of the 4th self-supporting assistance aid of this invention. The push button assisting tool 300 is made of silicone rubber and is lighter than the load necessary for operating the push button type switch 800, and includes a support portion 301, an operation body 302, and a head portion 303. The support portion 301 is a suction cup and is easily attached to and detached from the operation surface 801. The support portion 301 corresponds to an example of the fixing portion of the present invention. The operating body 302 has an extending portion 3021 formed in a direction extending in a direction perpendicular to the operating surface 801 of the push button switch 800 when the support portion 301 is attracted to the operating surface 801. Since the operating body 302 has elasticity which is a characteristic of silicone rubber, it can be easily bent. The head 303 is provided at the end of the operating body 302 that does not contact the support portion 301. The head 303 is a disk-shaped member and is in contact with the operation body 302 in a state parallel to the operation surface 801.

  If the upper surface of the head 303 is pressed, the push button switch 800 can be operated by pressing the operation surface 801. Further, even if the head 303 is moved left and right, the push button switch 800 can be operated by tilting the operation surface 801.

  FIG. 8B is a diagram illustrating a state in which the push button assisting tool 300 is used. This figure shows a state in which the head 303 is moved in the right direction in the figure and a force for tilting the operation surface 801 is working (see the arrow in the figure). If this push button assisting tool 300 is used, the push button type switch 800 can be easily operated even with a foot or a head, and can be easily operated even when it is not fixed. Further, since it is an elastic material, it is possible to prevent a person who is difficult to adjust the force from being injured by excessively hitting the push button assisting tool 300 during operation. Furthermore, since it is easy to attach and detach as necessary, the burden on the installer / supervisor is reduced. The material of the push button assisting tool 300 may be an elastic material other than silicone rubber (for example, an elastomer (thermoplastic elastomer), vulcanized rubber, polyurethane foam) or the like.

  Hereinafter, the usage mode of the push button assisting tool 300 will be described with reference to FIGS. 9, 10, and 11.

  FIG. 9A is a diagram illustrating a state in which the push button assisting tool 300 is attached to the center of the operation surface 801 of the push button type switch 800. FIG. 9B is a diagram showing a state in which the push button assisting tool 300 is mounted around the operation surface 801 of the push button type switch 800. As shown in these drawings, the mounting position of the push button assisting tool 300 is not limited to the center of the operation surface 801, and may be a peripheral portion as long as the push button type switch 800 does not remain on.

  Fig.10 (a) is a figure which shows a mode that force is applied to the direction in which the pushbutton assisting tool 300 shown to Fig.9 (a) falls down. Moreover, FIG.10 (b) is a figure which shows a mode that the pushbutton auxiliary tool 300 shown to Fig.9 (a) is pressed down from right above. As described with reference to FIG. 8B, the push button switch 800 can be operated by either of the operation methods shown in FIGS. 10A and 10B.

  FIG. 11 is a diagram illustrating a state in which the push button assisting tool 300 is attached to the push button type switch 800 smaller than the push button type switch illustrated in FIGS. 9 and 10. As shown in FIG. 11, the size of the push button switch 800 is not particularly limited as long as the push button assisting device 300 can be attached.

  FIG. 12 is a diagram illustrating a state where the push button assisting tool 300 is disassembled. As shown in this figure, the push button assisting tool 300 may be disassembled into an upper part 300a and a lower part 300b. If configured in this way, in addition to the upper part 300a shown in FIG. 12, a user-friendly size or a decorated item that the child is interested in is prepared. It can be changed accordingly. The upper part 300a constitutes the outer peripheral wall of the operation body 302 (extension part 3021) and the head part 303, and the lower part 300b constitutes the axial center part and the support part 301 of the operation body 302 (extension part 3021). To do.

  In the push button assisting tool 300 of the present embodiment, silicone rubber, which is an elastic material, is used for the operation body 302 that is a part to which an external force is applied. This elastic material has a hardness (based on JIS K6249) of 0 ° or more and 70. It is preferable that the degree of hysteresis loss is less than 50%, and it is more preferable that the elongation at break is not less than 100% and not more than 1200%.

  As the hysteresis loss rate is lower, a frictional force is generated by surely returning to the original shape even when deformed, and therefore the operation can be reliably transmitted to the push button type switch 800. In addition, if the elongation at cutting is 100% or more and 1200% or less, it is possible to deal with the size of an object that is generally gripped, and the handicapped person touches the push button assisting device 300 with excessive force when using it. Can endure, and the user does not have to be injured.

  If it demonstrates in detail, it is preferable that the lower part 300b (member containing the support part 301) shown in FIG. 12 is a thing whose hardness (based on JISK6249) is 0 degree or more and 40 degrees or less (for example, 30 degrees), The upper portion 300a (a member including the head portion 303) preferably has a hardness (based on JIS K6249) of 50 ° or more and 70 ° or less (for example, 60 °). Thus, by making the upper part 300a harder than the lower part 300b, the force of pushing the head 303 can be reliably transmitted to the operation surface 801 of the push button type switch 800, and the lower part 300b is made softer than the upper part 300a. Thus, the support portion 301 serving as a suction cup can easily follow the shape of the operation surface 801, and the push button auxiliary tool 300 can be easily attached to the push button type switch 800.

  The push button assisting device 300 described above is particularly effective for a person who cannot use the push button type switch 800 shown in FIG. 7 due to cerebral palsy, developmental disorder, or other movement or cognitive impairment. However, the target person of this push button assisting tool 300 is not limited to a disabled person.

  Fourthly, a sitting assistance tool that is an embodiment of the fifth self-supporting assistance tool of the present invention will be described.

  Maintaining the correct posture is important for learning because it leads to maintaining concentration and free use of both hands. The correct posture here means a state in which the spine is stretched while supporting the weight with the sciatic bones on both sides.

  Many chairs used at school have wooden seats. In such a chair, the seat surface is hard and the buttocks may become painful, and the posture may be deteriorated because the correct posture cannot be maintained for a long time. In this case, although the sitting position is changed, the posture may be further deteriorated because the seating surface is slippery. For example, if the posture is such that the back rests, the hips may slide forward and support the weight at a position close to the sacrum. It is difficult to maintain concentration in such a poor posture. In addition, if you use your hand to support weight, it will be difficult to write letters, which may result in lower learning efficiency. Furthermore, when such a posture becomes a habit, it becomes difficult to improve the sitting posture even if an easy-to-seat chair is used.

  The sitting aid of the present embodiment is intended to be used for the wooden chair or the like so that the correct posture can be maintained for a long time.

  FIG. 13 is a view showing a sitting assistance sheet 400 which is an embodiment of the fifth self-supporting assisting tool of the present invention.

  In FIG. 13A, the front surface 401 and the back surface 402 of the sitting assistance sheet 400 are shown in half. The upper half of FIG. 13A shows the front surface 401, and the lower half of the drawing shows the back surface 402. FIG. 13B is a cross-sectional view showing a sitting assistance sheet 400 and an enlarged view of a part of the cross-sectional view.

  The seating assisting sheet 400 is entirely formed of silicone rubber and has a thickness of 5 mm. The thickness may be 100 mm or less, and is preferably 10 mm or less. FIG. 13A shows a state in which a plurality of grooves 403 are formed on the front surface 401, and FIG. 13B shows a state in which the cross sections of these grooves 403 are V-shaped. Has been. FIG. 13A shows a state in which hexagonal holes 404 are regularly provided on the back surface 402, and FIG. 13B shows these holes 404 on the front side. It shows how it gets narrower towards the back. That is, the back surface 402 is provided with a plurality of polygonal holes. FIG. 13C shows a further enlarged view of the V-shaped groove 403. As shown in FIG. 13C, the inclined wall 4031 forming the V-shaped groove 403 is connected to the inclined wall 4031 forming the adjacent groove 403 by a flat surface 4032. That is, the adjacent groove 403 and the groove 403 are connected by a flat surface 4032, and the flat surface 4032 prevents the user's buttocks from getting painful.

  Here, the usage mode of the sitting assistance sheet 400 will be described with reference to FIG. FIG. 14A is a diagram showing a state where a child sits on the chair C. FIG. The chair C has a wooden seat surface and the surface is slippery. When the chair C is applied by the backrest, the buttocks slide on the seat surface and it is difficult to maintain a correct posture. The above-described sitting assistance sheet 400 is laid on the seating surface of such a chair C as shown in FIG.

  By laying the seating assisting sheet 400 on a hard and slippery seat surface, the buttocks become less slippery, so that it is possible to prevent the buttocks from slipping and the posture from collapsing. Since the seating assisting sheet 400 has a thickness of 5 mm, the sitting height does not change greatly even if it is laid on the seating surface. Therefore, even a chair designed for the user's sitting height can be used as it is on the seating surface. The material of the sitting assisting tool 400 may be an elastic material other than silicone rubber (for example, elastomer (thermoplastic elastomer), vulcanized rubber, polyurethane foam), or the like.

  Since the groove 403 formed on the front surface 401 of the sitting assistance sheet 400 can dissipate sweat, it prevents the buttock from being steamed and killing attention. Moreover, it is further prevented that the garment worn on the user's buttocks gets caught on the edge of the groove 403 and slips.

  The depth of the V-shaped groove 403 is about 1 mm, and this groove 403 contributes to cushioning.

  Further, when the sitting assistance sheet 400 is used on a seat surface that does not allow air to pass, the edge of the hole 404 on the back surface and the seat surface of the chair are brought into close contact with each other when the user sits. At this time, air is held in each hole, and the held air serves as a cushion to improve the sitting comfort. As a result, it is possible to prevent the correct posture from being maintained for a long time due to pain. Since the material of the seating assisting sheet 400 is an elastic material, the hole 404 collapses as the load increases, and the inner peripheral wall that defines the hole 404 comes into contact with the seating surface. Here, as shown in the cross-sectional view of FIG. 13B (more specifically, see the enlarged view encircled by a circle), the hole 404 on the back surface 402 gradually increases toward the front surface side (back side). The inner peripheral wall that defines the hole 404 is stepped. The hole 404 may be gradually narrowed toward the front surface side. The hole 404 is crushed in the seating surface direction as the load applied to the sitting assisting sheet 400 increases. As a result, the contact area between the inner peripheral wall defining the hole 404 and the seating surface is increased and the load is firmly supported. Pressure distribution is performed efficiently. As a result, when the load increases, it is possible to provide a comfortable sitting comfort as compared with the case where the hole 404 is not narrowed to the front side. Furthermore, since the back surface 402 has a so-called honeycomb structure in which regular hexagonal holes are regularly arranged, not only can a large load be supported by a small amount of material, but also the cost of the material can be reduced. In addition, the body pressure distribution is more firmly performed by this honeycomb structure. The sitting assistance sheet 400 can be expected to maintain the concentration at the time of learning for a long time and improve learning efficiency.

  In the sitting assistance tool 400 of the present embodiment, silicone rubber, which is an elastic material, is used for the front surface 401 and the back surface 402 where external force is applied, but this elastic material has hardness (based on JIS K6249). Is preferably 0 ° or more and 15 ° or less, more preferably a hysteresis loss rate of less than 50%, and more preferably 100% or more and 1200% or less.

  The lower the hysteresis loss rate, the more the frictional force is generated by trying to return to its original shape even if it is deformed. In addition, when the elongation at break is 100% or more and 1200% or less, the cushioning property is exhibited even for a larger load, and the posture is maintained for a long time.

  The sitting assistance tool 400 described above is particularly effective for cerebral palsy, learning disorder, attention deficit / hyperactivity disorder, developmental coordination movement disorder, and other persons who are liable to collapse their sitting posture. However, the target person of this sitting assistance tool 400 is not limited to a disabled person.

  Fifth, a drawing assistance tool that is an embodiment of the sixth self-supporting assistance tool of the present invention will be described.

  When drawing a line using a ruler, hold the writing instrument with the dominant hand and hold the ruler with the non-dominant hand. At this time, for example, it is difficult to draw a line in a state where both hands intersect, so it is common to place a ruler in an easy-to-draw direction. However, due to intellectual disability, there are those who place a ruler according to the figure to be drawn, not easy to draw. For example, when drawing a quadrilateral, if a ruler is placed on the outer circumference of the quadrilateral with respect to the four sides, the ruler is placed upside down when drawing the upper side of the square, or when drawing the left and right sides In addition, both arms are in an unnatural posture, making it difficult to draw a rectangle.

  The drawing assistance tool of this embodiment is intended to be able to use a ruler or the like in an easy-to-use direction.

  FIG. 15A is a diagram showing a drawing aid 500 according to this embodiment. A drawing aid 500 shown in FIG. 15A is a rectangular ruler provided with a scale 501 on an edge 510 to which a writing tool is applied. This drawing assisting tool 500 has a ruler portion 51 made of plastic and a mounting portion 52 made of silicone rubber. The ruler portion 51 is provided with a white scale 501, and the scale 501 is easy to see by making the background black. In addition, a recess 502 is provided in the central portion on the front side of the mounting portion 52. The dent portion 502 is provided with a dent modeled on the belly of each of the three fingertips of the index finger, the middle finger, and the ring finger facing the edge 510 on the scale 501 side. Is referred to as a forefinger 511, a dent in the shape of the middle finger is referred to as a middle finger dent 512, and a dent in the shape of the ring finger is referred to as a ring finger 513. All of these three finger dents 511 to 513 are tapered on the edge 510 side on the scale 501 side. According to the drawing assisting tool 500, the fingertip is directed to the edge 510 on the scale 501 side, the index finger, the middle finger, and the ring finger are aligned with the recess 502, and the ruler 51 can be easily pressed. In addition, if the recessed part 502 is made into the protrusion which provided one step higher, the recessed part 502 can be made more conspicuous. Moreover, this protrusion can also be used as a handle.

  Of these three finger dents 511 to 513, the index finger dent 511 and the ring finger dent 513 are dents that are approximately the same size as the size of the belly of the finger. For this reason, the stomach of the index finger and the stomach of the ring finger can be accommodated in the index finger recess 511 and the ring finger recess 513. Moreover, the middle finger dent 512 is a dent that is somewhat larger than the size of the belly of the finger. By enlarging to some extent, the middle finger can be applied to the middle finger dent 512 without being affected by the difference in length between the index finger and the ring finger and the middle finger. In this way, the index finger, the middle finger, and the ring finger are applied to the three finger dents 511 to 513, and the drawing assisting tool 500 is pressed.

  The three finger dents 511 to 513 may be made different according to the finger to which the recessed depth is applied.

  When the drawing aid 500 is pressed using the dent 502, the orientation of the drawing aid 500 with respect to the finger being pressed is limited. Therefore, it can be expected that the drawing assisting tool 500 is pressed in a direction in which a line can be easily drawn by providing the recess 502. Also, the index finger belly and the ring finger belly fit almost exactly in the index finger recess 511 and the ring finger recess 513, respectively. For this reason, it is easy to transmit the force for changing the orientation of the drawing aid 500, and the orientation of the drawing aid 500 can be easily changed even with the finger placed on the recess 502.

  FIG. 15B is a cross-sectional view taken along B-B ′ of FIG. The mounting portion 52 has a U-shaped cross section, and is detachably mounted on the ruler portion 51 so as to sandwich the ruler portion 51. Note that the mounting portion 52 may be bonded to the ruler portion 51 so that it cannot be attached or detached. The mounting portion 52 has a contact surface 504 that is in contact with the placement surface during drawing and generates a frictional force on the back surface side, and the drawing aid 500 is not displaced during drawing by the contact surface 504. The contact surface 504 corresponds to an example of a non-slip portion according to the present invention.

  Further, the contact surface 504 of the mounting portion 52 is gradually inclined upward toward the edge 510 on the scale 501 side. For this reason, when this drawing aid 500 is placed on a flat surface, the posture shown in FIG. 15C is obtained, and a load is applied by the edge 510 on the scale 501 side, that is, a line is drawn, so that the drawing aid 500 is It becomes more difficult to shift.

  Further, the mounting portion 52 is inclined at the edge opposite to the edge 510 on the scale 501 side so as to gradually move away from the back surface from the back surface toward the front surface (in FIG. 15B). It also has an inclined surface 505. The inclined surface 505 is a non-contact portion that does not come into contact with the placement surface during drawing. Here, the boundary between the contact surface 504 and the inclined surface 505 is referred to as a lifting fulcrum 506.

  When the inclined surface 505 is pushed down from the front side to the back side, the edge 510 provided with the scale 501 is lifted with the lifting fulcrum 506 as a fulcrum, and the drawing aid 500 can be easily picked up. it can. The material of the mounting portion 52 may be an elastic material other than silicone rubber (for example, elastomer (thermoplastic elastomer), vulcanized rubber, polyurethane foam). The drawing assisting tool 500 is a rectangular ruler, but may be another ruler such as a triangular ruler. Further, the edge 510 is not limited to a straight line, and may be a curved line.

  Here, the usage mode of the drawing assistance tool 500 will be described with reference to FIG. FIG. 16A is a diagram illustrating a state in which the drawing assisting tool 500 is pressed by hand. FIG. 16A shows a state in which the user puts a finger on the recess 502 as described above, and the drawing aid is pressed with a light force by using the recess 502. Can be in a state. In addition, it can be expected that the direction of the hand is determined by the recess 502 and the drawing aid 500 is placed in a position where it can be easily pressed by the hand. That is, it can be expected that the drawing assisting tool 500 is not arranged at an unnatural position where it is difficult to draw a line by instructing a handicapped person or the like to hold the depression 502. FIG. 16B is a diagram showing a state in which a line is drawn using the drawing assistance tool 500. As shown in this figure, since the drawing aid 500 is in a position where it can be easily pressed by hand, the line can be drawn without difficulty.

  In the drawing assisting tool 500 of this embodiment, silicone rubber, which is an elastic material, is used for the mounting portion 52 that is a part to which an external force is applied. This elastic material has a hardness (conforming to JIS K6249) of 5 ° or more and 40 °. The hysteresis loss rate is preferably less than 50%, and the elongation at break is more preferably from 100% to 1200%.

  As the hysteresis loss rate is lower, a frictional force is generated by surely returning to the original shape even when deformed, so that the drawing aid 500 can be made more difficult to slip. Moreover, since the dent part 502 is also difficult to slip, the ruler part 51 can be firmly pressed down.

  The drawing aid 500 described above suffers from cerebral palsy, learning disorder, attention deficit / hyperactivity disorder, developmental coordination disorder, pervasive developmental disorder, other upper limb dysfunction, hemiplegia after stroke, and ataxia. This is particularly effective for those who have low vision and those with low vision. However, the target person of this drawing assistance tool 500 is not limited to a disabled person.

  Finally, a writing assistance mat which is an embodiment of the seventh self-supporting assistance aid of the present invention will be described.

  When writing letters on a paper placed on a desk or when erasing letters written with a pencil with an eraser, the paper may slip on the desk and cannot be written or erased well. In such a case, it is only necessary to hold the paper by hand so that it does not slip. However, there are people who cannot press the paper well due to obstacles, etc., so they should not slip. There is a problem that is difficult. Also, when drawing a circle using a compass, the compass needle may be difficult to stick depending on the hardness of the desk. In this case, there is also a problem that it is difficult for a person with a disability to draw a circle, even for a healthy person who has not used a compass so much.

  For these problems, it is conceivable to use a conventional paperweight or learning mat. However, these tools are based on the premise that the user can hold the paper to some extent, for example. Therefore, even if these tools are used, it is difficult for a handicapped person or the like who is difficult to hold down the paper to fix the paper sufficiently.

  The writing auxiliary mat according to the present embodiment is intended to prevent writing without holding the paper by hand so that writing can be performed without the assistance of others.

  FIG. 17 is a view showing the writing auxiliary mat 600 of the present embodiment. The writing auxiliary mat 600 has a rectangular frame 601 having a size of A4 paper (JIS P-0138) and a scale 602 provided every 1 mm up to 15 cm. Here, both the frame 601 and the scale 602 are printed by printing, but may be engraved. A rectangular frame 601 is a guide for placing A4 paper. The presence of the frame 601 makes it clear where to place the materials distributed in the class even for people with low vision. The material of the writing auxiliary mat 600 is silicone rubber and has a high anti-slip effect. This makes it difficult for the paper to slip when using a writing instrument or eraser, and prevents the paper from slipping even if the eraser is used without pressing the paper. FIG. 18A shows a state where learning is performed using the writing auxiliary mat 600. FIG. 18B shows a state where the writing auxiliary mat 600 and an eraser are used.

  This writing auxiliary mat 600 has a thickness of about 1.8 mm, and can easily pierce a compass needle. For this reason, a circle can be drawn without the compass needle penetrating the paper being displaced. FIG. 18C shows a state where a circle is drawn using the writing auxiliary mat 600 and a compass. Further, if the scale 602 provided on the writing auxiliary mat 600 is used, the radius of the circle to be drawn is fixed in a state where the needle of the compass is inserted into the writing auxiliary mat 600 and fixed before the paper is placed on the writing auxiliary mat 600. The degree of opening of the compass can be adjusted as follows. Moreover, since it is thin, it is easy to roll and carry. The writing auxiliary mat of the present embodiment may have a thickness of 0.1 mm to 30 mm, preferably 0.5 mm to 5 mm.

  Although FIG. 17 shows one surface of the writing auxiliary mat 600, the front surface and the back surface have the same design. For this reason, it is not necessary to worry about which side the paper is placed on during use. The design may not be the same, and the size of the paper placement frame may be different between the front surface and the back surface. For example, an A4 size frame may be provided on the front surface, and a B5 size frame may be provided on the back surface. Alternatively, the scale may be used even if the scale is provided outside the B5 size frame on the back surface and B5 size paper is disposed on the writing auxiliary mat 600. However, since the size of the guide is important for a person with low vision, for example, it is preferable to make the color scheme different on both surfaces so that the front surface and the back surface can be distinguished even with low vision. According to the writing auxiliary mat 600, it is possible to concentrate on learning by reducing restrictions on writing in learning and the like, and it can be expected that the learning effect is improved.

  In the drawing assisting sheet 600 of this embodiment, silicone rubber, which is an elastic material, is used for the mounting portion 52 that is a part to which an external force is applied. This elastic material has a hardness (conforming to JIS K6249) of 25 ° or more and 75 °. The hysteresis loss rate is preferably less than 50%, and the elongation at break is more preferably from 100% to 1200%.

  The lower the hysteresis loss rate, the more frictional force is generated by trying to return to the original shape even if it is deformed, so that the writing auxiliary mat 600 can be made more difficult to slip.

  The writing assistance mat 600 described above suffers from cerebral palsy, learning disorder, attention deficit / hyperactivity disorder, developmental coordination disorder, pervasive developmental disorder, other upper limb dysfunctions, post-stroke hemiplegia, ataxia. It is especially effective for those who are. However, the target person of this drawing assistance tool 500 is not limited to a disabled person.

  All the embodiments described so far are also embodiments of the first self-supporting assisting tool of the present invention. According to the first independence support aids of these embodiments, the person who suffers a disability such as pervasive developmental disorder is reduced in various situations, and an opportunity to become independent without protection is obtained. Can be expected. It can also be applied to healthy individuals.

  The detailed physical property values of the silicone rubber that can be used for various self-supporting assisting tools described above will be described with reference to Table 1.

Each test was conducted in accordance with JIS standards. Numerical values in parentheses indicate preferred values.

In addition, the various independence support aids described so far (first holding assist tool 100, second holding assist tool 200, push button assist tool 300, sitting assist sheet 400, drawing assist tool 500,
The writing auxiliary mat 600) is characterized by material characteristics including physical property values, but also has significant characteristics in shape and structure, and the invention can be realized only by the shape and structure by separating the material characteristics.

DESCRIPTION OF SYMBOLS 100 1st holding assistance tool 101 Finger hole formation part 102 Grasping object hole formation part 103 Edge 104 Shared part 105 Reinforcement part 200 2nd holding assistance tool 201 Holding assistance part 300 Push button assistance tool 301 Supporting part 302 Operation body 3021 Extension Residential portion 303 Head 400 Sitting assistance sheet 401 Front surface 402 Back surface 403 Groove 404 Hole 500 Drawing aid 51 Ruler portion 501 Scale 52 Mounting portion 502 Recess portion 511 Index finger recess 512 Middle finger recess 513 Ring finger recess 504 Contact surface 505 Inclination Surface 506 fulcrum 510 edge 600 writing auxiliary mat 601 frame 602 scale

Claims (25)

  A self-supporting assisting device, wherein an elastic material having a hysteresis loss rate of less than 50% and an elongation rate at cutting of 100% or more and 1200% or less is used at a site to which an external force is applied. A finger hole and a gripping object hole are formed, and the finger hole is expanded to pass either one of the thumb or the index finger, and the gripping object hole is expanded to pass through the gripping object to assist the gripping of the gripping object. An independence support aid,
A finger hole forming part in which the finger hole is formed;
A gripping object hole forming portion in which the gripping object hole is formed;
A connecting portion connecting the finger hole forming portion and the grasped object hole forming portion, wherein the finger hole forming portion, the grasped object hole forming portion, and the connecting portion are portions to which an external force is applied, and are made of the elastic material. The self-supporting assisting tool according to claim 1, wherein The finger hole forming portion is annular,
The gripping object hole forming portion is also annular,
The connecting part is a shared part that is a part of the finger hole forming part and a part of the grasped object hole forming part,
The self-supporting assisting tool according to claim 2, wherein a constriction is formed between an outer periphery of the finger hole forming portion and an outer periphery of the grasped object hole forming portion.   The self-supporting assisting tool according to claim 3, wherein the connecting portion includes a reinforcing portion that reinforces the shared portion. The self-supporting assisting tool according to claim 3 or 4, wherein the finger hole forming portion has a chamfered outer edge, and the gripping object hole forming portion has a chamfered outer edge.   6. The finger hole forming part according to claim 2, wherein a hole larger than the gripping object hole formed by the gripping object hole forming part is formed as the finger hole. The independence support aid described.   The distance between the center of the finger hole and the center of the grasped object hole is 2 to 4 times the radius of the finger hole. Independence support aid.   Either one of the thumb or forefinger can be passed through the finger hole, the gripping object can be passed through the gripping object hole, and the gripping object can be gripped with at least one of the ring finger or the little finger. The self-supporting assisting tool according to any one of claims 2 to 7, further comprising a grip assisting part.   The self-supporting assisting tool according to claim 8, wherein the grip assisting part has a rod shape.   The self-supporting assisting tool according to claim 8 or 9, wherein the gripping assisting part is harder than the gripping object hole forming part. A self-supporting assisting tool less than the load, which is attached to a switch that is turned on when the operation surface receives a predetermined load and sinks or tilts, and assists the operation of applying the predetermined load to the operation surface,
An operating body having an extending portion extending in a direction perpendicular to the operating surface;
A fixing portion that detachably fixes one end of the operation body to the operation surface;
The self-supporting assisting tool according to claim 1, wherein the extending portion is a portion to which an external force is applied and is made of the elastic material.   The self-supporting assisting tool according to claim 11, further comprising a head that extends in a direction intersecting the vertical direction on the other end side of the operating body with respect to the one end. A self-supporting assisting tool that is laid on the seating surface of the chair and assists so that the posture sitting on the seating surface can be maintained,
A front surface on which a plurality of grooves are formed;
A back surface provided with a plurality of holes,
The self-supporting assisting tool according to claim 1, wherein the front surface and the back surface are parts to which an external force is applied and are made of the elastic material.   The self-supporting support tool according to claim 13, wherein the thickness is 100 mm or less.   The self-supporting assisting tool according to claim 13 or 14, wherein the front surface is a surface in which a plurality of grooves having a V-shaped cross section are formed in parallel.   The self-supporting assisting tool according to any one of claims 13 to 15, wherein the back surface is a surface on which polygonal holes are formed without gaps.   The self-supporting assisting tool according to any one of claims 13 to 16, wherein the back surface is a surface on which a plurality of holes narrowing toward the front surface side are formed. An independence support aid that assists in drawing a line using a writing instrument,
The edge to which the writing instrument is applied,
A non-slip portion provided on the back surface;
Provided on the front surface, and having a dent shaped like the belly of the fingertip facing the edge side,
The dent portion has two or more types of dents having different sizes of openings,
The self-supporting assisting tool according to claim 1, wherein the anti-slip portion is a portion to which an external force is applied and is made of the elastic material.   The self-supporting assisting tool according to claim 18, wherein the edge is provided with a white scale on a black background. A fulcrum portion provided on the back surface;
The mounting surface on which the self-supporting assisting tool is mounted is a non-contact part, and has a non-contact part that lifts the edge with the fulcrum part as a fulcrum by pressing. An independence support aid according to 18 or 19.   21. The self-supporting assisting tool according to claim 20, wherein the fulcrum part is provided in the anti-slip part. A self-supporting assisting tool placed between the placement surface and the paper when placing the paper on the placement surface and writing on the paper,
The self-supporting support tool according to claim 1, wherein the self-supporting support tool is made of the elastic material.   The self-supporting assisting tool according to claim 22, wherein the thickness is 0.1 mm or more and 30 mm or less.   24. The frame according to claim 22 or 23, wherein a frame having a size corresponding to a standard regarding a size of a predetermined sheet is provided on at least one of the front surface and the back surface. Independence support aid.   The independence support aid according to any one of claims 22 to 24, wherein a scale is provided on at least one of the front surface and the back surface.