Autobiography
It’s my pleasure to have a chance to introduce my final thesis. When I was a child, liked lego and action figures. My mom taught me how to draw decently by age 5 or 6 years old, so I would draw a characters, build a toys from movies. Before graduating from high school, I went to Pre-colleges to get a broad education and to help me to focus my design skills. I started Pratt Institute full time in Fall 1997 with a scholarship, majoring in Industrial design, I wanted to make sure I learn the product design and all kinds of design knowleadge. About halfway through my studies at Pratt, Ive started doing an entertainment design on my free time (Pratt didn’t have entertainment design classes). After graduated from Pratt, I’ve been working and doing internship at toy company and product design company. There were many things that I didnt know about the design and research. I was disappointed that Pratt didnt teach more specific than basic of design and research. So I decided that I should go to graduate school to study more about design and others. After graduating from Academy of art University, Im planning to work for product company. I would like to obtain much hands-on experience in product design, which im interested now. In the future, my goal is to find a design company and develop it into the most distingushed design firm. I believe that my life and my goal is only half way in completion. I have my weakness and challenges to compliment to work on. Thank You
Abstract
I am very interested in the development of any child who ahas Cerebral palsy from the ages 1-5 (although I will be focusing on children age 3-5 years old). At this time all children experience several developmental changes learn at a very rapid rate. They make a lot of progress quickly and are able to retain a lot of information, so this is a good time to intervene. As soon they get older, their daily living will Enhance in the future.
Children ages 3-5 are extremely quick learners and have to ability to absorb a lot of information at once. Therefore it is the prime time to encourage children to learn new things and assist them in experiencing a healthier developmental cycle. I want this to be an enjoyable learning experience that is challenging, interesting and innovative.
Why did I chose this topic? Personal Experiences Tutoring
Work
+ Special Education
PhysicalTherapy
=
Cerebral Palsy
Target
Problem statement
To help and improve 3~5 years old children with Cerebral palsy become more independent in their daily life at home in the future. Parents takes care of their child 24/7 with their daily life. They dont have free time to be themselves.
Target Target age: 3~5 years
6~12 month
1~3 years
3~5 years
5~7 years
3~5 YEARS OLD HOME
TARGET
CEREBRAL PALSY CHILDREN
PARENTS OPTIONS
ALL AGE
DISABILITY TARGET GOAL
SENIORS
TARGET FOCUS TARGET OPTIONAL
Definitions of disability Impairment Impaired person Disability Disabled person Environmental factors
Impairment:
Social daily life
Condition of an individual’s body or Difficulty scooping up their food on their bowl or etc..
Assistance
Their dinnerware moves while they are trying to scoop their foomind. Which, if unsupported. Limits that individual’s personal or social functioning in comparison with someone who does not have that characteristicor condition. It relates to the physical, intellectual, mental, or sensory condition. It is largely an individual issue.
Gain more functionality in movements Cautious about many participating in activities Generally lacks coordination Disability: The outcome of the interaction between a person with an impairment or health condition and then negative barriers of the environment. Including attitudes and beliefs. It is largely a social and development issue.
Impaired person: A person with specific conditions.
Disabled person: A person with an impairment of heath condition who encounters disability or is perceived to be disabled. A person with disabilities is a person with impairments who is excluded or discriminated against due to environmental factors. Environmental factors: Factors that make up the physical, social, and attitudinize environment in which people live and conduct their lives.
What is cerebral palsy? Disorder Muscle tightness or spasm Involuntary movements Disturbance in gait and mobility Perception Impairment Seizures
Equipment is critical for CP children Age appropriate Respond CP symptoms Provide therapeutics results Enhance daily living Cause and effect
Cerebral Palsy is a disorder that affects motor skills (the ability to move in a coordinated and purposeful way), muscle tone, and muscle movement. Under usual circumstances, people learn to move their muscles in a coordinated and smooth way, although simple motions, even standing still, require a complicated interaction of muscles and nerves. Because a child who has cerebral palsy has difficulty controlling or coordinating his muscles, eve these simple movements are difficult. Other problems children with cerebral palsy may develop include eating difficulties, bladder and bowel control problems, breathing problems, and learning disabilities. Cerebral palsy is characterized by an inability to fully control motor function, particularly muscle control and coordination.
Symptons of cerebral palsy Symptoms of Cerebral Palsy Walking on tip toes Keeping arms raised or suspended in air Bending arms or clenching fist unknowingly Generally lacks coordination or excessively clumsy Legs are very tight or seem to be constantly flexed Excessive effort required to walk or stand on the flat of the foot when reminded
WHAT PART OF THE BODY IS AFFECTED BY CP? DIPLEGIA
Both legs are affected significantly more than the arms. Children with diplegia usually have some clumsiness with their hand movements.
HEMIPLEGIA
The leg and arm on one side of the body are affected.
This is different from one person to another. In CP, certain words are used to describe the parts affected: Less affected areas
More affected areas
QUADIA
Both arms and legs are affected. The muscles of the trunk, face and mouth can also be affected.
Characteristics Spastic Stiff and difficult movement
Athetoid Invountary & Uncontrolled movements
Ataxic Disturbed sense of balance & depth perception
Social daily life Assistance Gain more functionality in movements Cautious about many participating in activities Generally lacks coordination
Cerebral palsy is characterized by an inability to fully control motor function. Depending on which part of the brain has been damaged and the degree of involvement of the central nervous system, one or more of the following may occur: spasms; tonal problems; involuntary movement; disturbance in gait and mobility; seizures; abnormal sensation and perception; impairment of sight, hearing or speech; and mental retardation.
As a child gets older and begins formal schooling, the intensity of services will vary from individual to individual. Persons with cerebral palsy are usually able to attain a substantial degree of independence but, in some cases, may need considerable assistance.
Daily living of began early Children- most influences improving daily living of began early
INCREASE MOTOR/LANGAUGE COORDINATION DEVELOPMENT 15
13
11
AGE 9
6
3 0
NOW
FUTURE
Children spends time with parents(s) at home Parents have feelings ranging from grief to optimism in regards to understanding and dealing with their child’s disability. Emotionally and personally, all children with cerebral palsy react differently to their situations. Some children appear to be virtually unaffected by their disability and have outgoing personalities; while others have low self-esteem and a low self-concept, which can lead to problems interacting with peers.
80% EATING
45%
85% 60% PLAYING Parents considered having no more children
Primary caregivers are the child’s mother
5% SLEEPING
Problems Problems with relationship between parents and cerebral palsy children
Parents
Cerebral palsy children
Dont have time to eat their own foods
Difficulty scooping up their food on their bowl or etc.
Dont have time to be alone for a while
Their dinnerware moves while they are trying to scoop their food
Stressful Keeping their children food and dinnerware organized
Keeps making a mess on the table. Moving or turning their dinnerware around to make them comfortable and easy to eat their foods Frustrated eating alone
“ I wish I had more time
Playing with the foods
to be alone when Im with my child” -Parent
“I want to eat freely while my angel is eating her food ” -Parent
Observation scenario I
Hana keeps using her hands to eat
The plate keeps moving around while shes eating, It makes her lunch messy.
Hana’s mother helping her son eating
Observation scenario II
Oberserving the child’s eating with the child’s parent at home and in the restaurant.
Eating support
Drinking with 2 hands with straw
Difficult to pick up the cup
Eating with 2 bowls
Drinking with 2 hands
Parents guides
Learning motor skills
Straw helps drinking
Observation scenario III Observering the child behavior at home with their parents while they are eating.
Using baby bottle
Drinking with a straw
Fustrated
Using baby utensil
Graping the bowl to secure. Alot of work to handle the dinnerware.
Happy
Using baby high chair
Enjoying eating with parents help.
Current products Current products of children dinnerware sets
Price range $10~$30
Price range $1.49~$10
Price range $15~$50
Current products for special needs dinnerware sets
Medical Equipment Set Related markets for the dinnerware sets
Design objectives Training dinnerware set for early state cerebral palsy children.
STYLISH DESIGN CLEAN
ORGANIC
COLOR
FUNCTIONAL
SIMPLE
PLAY
LEARN DISABILITY
ALL AGE
MATERIAL SAFE
BABY TECHNOLOGY
SENIORS
UNIVERSAL DESIGN
Market position HIGH COST
HIGH QUALITY
LOW QUALITY
TARGET MARKET
LOW COST
Image board
Design studies I Ideation bowls & plates
Design studies II Ideation bowls & plates
Design studies III Ideation bowls & plates
Design studies IV Ideation cups
Design studies VI Ideation handles & spoon
Mock up studies studies of design / test
Design refinements I Studies of cups design
Design refinements II studies of cups design
Design refinements IV Studies of plates / bowls design
Design refinements IV studies of spoon design
Design refinements V Studies of plates / bowls design
Design refinements VI 3D modeling
Design refinements VI 3D modeling
Solution idea I The cutlery range is designed for those with restricted movement, combining angled and one-handed items. These melamine bowl/spoon are designed to help those with one good hand or who have difficulty picking up food with utensils. Matching beaker has a cutaway base to allow the hand to get a firm and balanced grip.
Solution idea II Bono Beaker Matching beaker has a cutaway base to allow the hand to get a firm and balanced grip.
Solution idea III Disk bowl These melamine plates are designed to help those with one good hand or who have difficulty picking up food with utensils. They are tall shape with a sloping bottom and high sided end to help scoop up food without spilling it over the side.
Solution idea IV Tongue (Spoon) idea Narrow, shallow bowl makes it ideal for feeding therapy. Perfect for working with children with problems such as poor lip closure, oral hypersensitivity, or tongue thrust. While extremely tough and break-resistant, these spoons are plastic so I do not recommend using them with person with severe bite reflex. Tongue spoons are available in two sizes - small and large. The small one has a narrow as well as shallow bowl making it ideal for feeding infants. The larger one has a slightly wider and deeper bowl than the small making it suitable for use with older children.
Grip texture
Narrow, shallow bowl
Solution idea V Puzzel tray Each utensil and the cup fit in their very own slot allowing little gourmands to exercise simple skills of geometry while learning the correct place settings for all those future meal. The great color scheme sets off food beautifully, too. Made from melamine, the set is child-proof and non-toxic, and the sturdy base is fitted with rubber feet to prevent slipping.