U.S. patent application number 10/816074 was filed with the patent office on 2004-12-23 for assistive ergonomic desktop system and modular components.
Invention is credited to Desch, Kim L..
Application Number | 20040256535 10/816074 |
Document ID | / |
Family ID | 33519818 |
Filed Date | 2004-12-23 |
United States Patent
Application |
20040256535 |
Kind Code |
A1 |
Desch, Kim L. |
December 23, 2004 |
Assistive ergonomic desktop system and modular components
Abstract
The assistive desktops and modules disclosed are for use as an
occupational therapy product, educational assistive tool,
corrective and supportive handwriting assistive tool and ergonomic
aid. They provide ergonomic positional, postural and functional
support for the tasks of writing, reading or manipulation of
materials typically used on a flat, horizontal surface during
normal classroom, office and home office activities. This support
is provided without obstruction of view of the environment or other
materials and provides additional support of reference materials.
They are intended to be portable; provide secure or mobile
placement; and adjust to accommodate a variety of users and needs,
including normal and learning/physically challenged individuals.
They are intended to be used by individuals with conditions such as
learning and/or physical disabilities; postural conditions such as
osteoporosis, arthritis or chronic pain; as well as those desiring
a more comfortable, ergonomic work surface.
Inventors: |
Desch, Kim L.; (Poway,
CA) |
Correspondence
Address: |
Kim L. Desch
14994 Huntington Gate Dr.
Poway
CA
92064
US
|
Family ID: |
33519818 |
Appl. No.: |
10/816074 |
Filed: |
April 1, 2004 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
60460958 |
Apr 8, 2003 |
|
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|
60495486 |
Aug 15, 2003 |
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Current U.S.
Class: |
248/460 |
Current CPC
Class: |
A47B 23/042 20130101;
B43L 3/001 20130101; B43L 12/02 20130101; B43L 3/005 20130101; B43M
99/00 20130101; A47B 97/00 20130101; B43L 12/00 20130101 |
Class at
Publication: |
248/460 |
International
Class: |
A47B 097/04 |
Claims
What is claimed is:
1. An assistive desktop device comprising: a substantially
transparent body with open sides having a writing surface extending
from a base at an angle at a first end and a rear surface extending
between the writing surface and the base at a second end; and a
means for releasably attaching the body to a supporting
structure.
2. The device of claim 1, wherein the means for releasably
attaching are selected from at least one of suction cups, silicone
bumpers, clamps, removable adhesive, keys in congruent alignment
with a keyed supporting structure, and a high friction
interface.
3 The device of claim 1, wherein the means for releasably attaching
are suction cups affixed to the bottom surface.
4. The device of claim 1, further comprising a utility ledge
positioned on the writing surface near the first end.
5. The device of claim 1, further comprising one or more slots in
the writing surface near the second end for receiving a
functionality-enhancing module, which may/may not be used for an
optional document holder, in one of several positions.
6. The device of claim 5, further comprising a document holder with
attachment tabs sized to fit in the slots.
7. The device of claim 6, further comprising silicone bumpers
attached to the bottom aspect, coming in contact with the writing
surface for the purpose of limiting frictional movement.
8. The device of claim 6, wherein the document holder is made from
a substantially clear material.
9. The device of claim 1, wherein the angle is between 10 and
30-degrees.
10. The device of claim 1, wherein the angle may be adjusted
between a first, second or third angle.
11. The device of claim 10, wherein the first angle is 20 degrees
and the second angle is 30 degrees and another embodiment would
include a 10-degree angle option.
12. The device of claim 1, further including a handle near the
first end.
13. The device of claim 1, further including means for document
retention on the writing surface.
14. The device of claim 13, wherein the means for document
retention is at least one magnet affixed to a non-writing side of
the writing surface and one or more second magnets positioned on
the opposite side of the writing surface wherein the magnetic
attraction between the first and second magnets retain the document
to the writing surface.
15. The device of claim 13, wherein the means for document
retention is one or more suction clip(s) attached to the writing
surface.
16. The device of claim 1, further comprising one or more lights
positioned on a non-writing side of the writing surface such that
light shines through the writing surface.
17. The device of claim 1, further comprising one or more writing
guides positioned on a non-writing side of the writing surface such
that the writing guides are viewable through the writing
surface.
18. The device of claim 1, wherein the device is portable.
19. The device of claim 1 further comprising an means to secure,
position or adjust the inclined writing surface which may be
accomplished by individuals with limited hand function.
21. An assistive desktop for occupational therapy or educational
enhancement, comprising: a monolithic base unit having a writing
surface extending from a base at an angle, and a rear surface
extending between the writing surface and the base at a second end,
and a means for releasably attaching the body to a supporting
structure.
22. A desktop as in claim 21 further comprising: means for
releasably attaching expansion modules to the base unit to thereby
enhance the occupational therapeutic and educational functionality
of the assistive desktop.
23. A desktop as in claim 22 wherein said means for releasably
attaching is selected from at least one of: slots for receiving a
complementary tab, suction cup, magnets, Velcro.TM., releasable
adhesive, or static electric attraction.
24. The desktop of claim 21, wherein the angle is between 10 and 30
degrees.
25. The desktop of claim 21, wherein said monolithic base unit
comprises a single continuous sheet of plastic.
26. The desktop of claim 21, comprising occupational therapy or
educationally enhancing modules for releasable attachment to an
assistive desktop, comprising: means for attaching the module to an
assistive desktop base unit, wherein the module enhances the
occupational therapeutic and/or educational value of the assistive
desktop by creating additional functionality.
27. The module of claim 26 wherein the attaching means is selected
from at least one of tabs for insertion into a complementary slot
on the base-unit, suction cup, magnet, Velcro.TM., releasable
adhesive, and static electric attraction.
28. The module of claim 26 wherein said functionality includes at
least one of: back lighting, document illumination, document
holding, storage, writing surface extension, varying the writing
angle, clamping, electrical power outlet, communication port, or
cup holder.
29. The desktop of claim 21 wherein may provide dual functionality
as both an angled writing surface and easel when positioned such
that the rear plane is in contact with the supporting structure.
Description
[0001] This application claims the benefit of U.S. Provisional
Application No. 60/460,958, titled "Write Right Desktop Adaptor
System", filed on Apr. 8, 2003, and U.S. Provisional Application
No. 60/495,486, titled "WriteEase Desktop System", filed on Aug.
15, 2003, the contents of both are incorporated by reference in
their entirety.
FIELD OF THE INVENTION
[0002] This invention relates generally to an ergonomic desktop,
and more particularly, to an assistive desktop device and modular
components that assists a user in writing, reading, and educational
functions.
BACKGROUND OF THE INVENTION
[0003] Every year, schools spend millions on occupational therapy
referrals. More than 50% of these referrals are for handwriting
problems. Up to 20% of school children in public schools suffer
from handwriting dysfunctions or disabilities that negatively
impact handwriting skill acquisition and refinement. Yet, most
classrooms across the country (public or private) pay little
attention to the essential elements required for proper handwriting
skill development. School desks are unable to adequately
accommodate students and basic ergonomics are not even addressed.
Education funds are then required to correct the exact problem the
schools often help to create.
[0004] But the cost is not just in terms of educational budgets.
Lack of effective intervention and prevention for handwriting
problems costs the child and society as well. A child that is
unable to effectively communicate in writing is at tremendous risk
of academic failure in all areas of education, often requiring
further interventions. In addition, a child who is unable to
effectively master a basic communication skill such as writing is
at tremendous risk of developing poor self-esteem, low
self-confidence and is much more likely to fail in other aspects of
his/her life, both in school and outside of school.
[0005] The cost and risks are even greater for physically or
learning challenged children. These children often lack the
muscular control to support the positional and postural demands
necessary to work effectively in a classroom environment. Learning
challenged children are also frequently plagued with physical
components that impact handwriting skill (such as sensory
integration dysfunction, coordination disorders and a high level of
distractibility). The current interventions used do not adequately
address these issues or solve the problems of how to facilitate the
best possible outcome for handwriting development.
[0006] The standard school desk in U.S. elementary schools consists
of an 18".times.24" horizontal writing surface with a 5" storage
compartment beneath. While height can be minimally adjusted
(limited by the storage compartment), the angle cannot be inclined
without emptying the contents of the storage area. Moreover,
currently commercially available surfaces do not follow basic
ergonomic principles and can actually cause more problems than they
solve by angling the writing area toward the arm without complete
support for both arms.
[0007] Slant boards do not provide sufficient angles for the vast
majority of users. Younger writers, who are beginning basic writing
skills, benefit greater from a more inclined angle while writing.
Orthopedic limitations and disabilities often benefit greatly from
a supportive angle of 20-30 degrees, sufficient to enable an
upright posture while supporting large muscle groups of the arms
and shoulders. For an angled writing surface to be effective, it
must adequately support the writer while adhering to fundamental
body ergonomics to support correct and effective fine motor skill
function required in writing.
[0008] Various improvised slant boards are just large enough to
accommodate writing paper, and elevates and angles the writing
surface toward the writer's forearm during use. This angle is
incorrectly aimed at the lower writing arm, not toward the body and
is inconsistent with basic body ergonomics and does not effectively
improve or facilitate fine motor skill/handwriting skill
development.
[0009] It also requires the left hand be used to constantly to
stabilize the slant board during use without implementing the
universally preferred aspect of securing the paper with the
non-writing hand. This creates a very awkward posture, angles the
shoulders incorrectly and employs muscles and movements not related
to or productive in generating fluid, effective handwriting
movements. In addition, these slant boards usually prevent full
visual access to desktop materials or classroom references.
[0010] The improvised slant boards inherent mobility on the desk
surface also provides tremendous opportunity for distraction and
misuse; a problem that can be exacerbated by underlying learning or
physical challenges (such as ADD/ADHD, cerebral palsy, sensory
integration disorder, etc.).
[0011] What is needed is a device that can be implemented every
time there is writing to be done; one that will not interfere with
or exacerbate other educational issues; and one that delivers
results cost-effectively; and one that enhances self-esteem and
self-confidence and potenciates continued academic success.
Correctly angled, ergonomic writing surfaces also benefit
individuals with physical conditions or limitations such as
osteoporosis; arthritis; chronic neck and shoulder pain. The device
angles reduce muscle strain and enhance upright posture and
positioning for greater ease and comfort when doing desk work
functions.
SUMMARY OF THEE INVENTION
[0012] The Assistive Desktop of the present invention
advantageously overcomes the problems identified with the
background art. Various embodiments include a monolithic, or
one-piece, base unit design. Alternately an articulated base unit
structure may be provided that permits varying the desktop angle in
accordance with a particular need. Both embodiments include modular
attachments that enhance the functionality of the Assistive
Desktop. These modules include, but are not limited to lighting
modules, document holder modules, and storage modules.
[0013] In some of the embodiments of the Assistive Desktop System,
and its Modular Components, the device provides optically clear
structural design. The desktop is made from (but not limited to)
plastic, phenolic, wood, or other materials that can be fabricated
into the desktop of the present invention. In some embodiments the
structure is fabricated from substantially clear, or translucent,
plastic, including acrylic plastic, polycarbonate plastic, Delran,
polyethylene, or polypropylene. Other construction may include cast
resin epoxies and the like. A substantially clear, or translucent
construction prevents the desktop from becoming a visual barrier or
distraction and allows it to blend in with the surroundings. This
can be especially important to children as they do not like to be
viewed as being `different`.
[0014] In some of the embodiments, the desktop of the present
invention provides a substantially transparent, or translucent,
open sided design. With a clear angled writing surface and open
sides, the user can place material beneath the entire desktop
structure, on top of the horizontal plane adhered to the support
structure, or secured to the back of the angled writing surface for
the purposes of reference, study or tracing. It allows for use of a
light module or light of user's choice for the purpose of enhanced
visual performance or tracing functions.
[0015] In some of the embodiments, the device provides a
substantially transparent book holder, adjustable position. By
creating a removable, multi-positional book holder that is
optically clear, the user has visual and positional advantages.
When left in place, the book holder is not a visual barrier or
distraction. It can be placed in the left, center or right
positions based on the needs of the user. It can support papers,
books and even compact notebook style computers and keyboards if
desired.
[0016] In some of the embodiments, the device provides one or more
suction and/or non-slip feet. By incorporating two securing
mechanisms, the desktop can be removeably, and very securely
attached to the support platform via four integrated suction
attachments. If frequent repositioning is desired, the suction
attachments may be removed and the integrated non-slip feet will
prevent most movement generated during use. This allows the user to
apply various degrees of pressure for writing or apply significant
surface weight/pressure when required for postural support.
[0017] In some of the embodiments, the device is a single-piece,
monolithic design. By creating a single-piece fixed unit, it
eliminates the potential for hinge-related malfunction or injury.
There are no pieces to play with which may distract a child. There
is no need to secure any component of the desktop body prior to
transport or removing from the support platform. The single-piece,
monolithic design provides structural integrity, durability and a
highly resistant, smooth writing surface.
[0018] In some of the embodiments, the device is an adjustable unit
that allows positions to be fixed at either 20 or 30-degree angles.
It also incorporates specific hinging designs that minimize
potential for accidental injury or misuse and a safety chain device
to prevent accidental misuse and/or injury.
BRIEF DESCRIPTION OF THE DRAWINGS
[0019] In the following detailed description of the invention
reference is made to the accompanying drawings from which a part
hereof, and in which are shown, by way of illustration, specific
embodiments in which the invention may be practiced. These
embodiments are described in sufficient detail to enable those
skilled in the art to practice the invention. Other embodiments may
be utilized, and structural, logical, and electrical changes may be
made, without departing from the scope of the present
invention.
[0020] FIG. 1 is a perspective view showing one embodiment of an
assistive desktop;
[0021] FIG. 2 shows a detail of a bottom portion of the assistive
desktop shown in FIG. 1;
[0022] FIGS. 3a and 3b are perspective views showing one embodiment
of a document holder;
[0023] FIG. 4a perspective view showing another embodiment of an
enhanced book/document holder;
[0024] FIG. 5 is a perspective view showing another embodiment of
an assistive desktop;
[0025] FIG. 6 shows a detail of a rear portion of the assistive
desktop shown in FIG.
[0026] FIG. 7 is a perspective view showing the assistive desktop
in FIG. 5 in an easel position; and
[0027] FIGS. 8-13 are views showing one embodiment of an adjustable
assistive desktop.
DETAILED DESCRIPTION OF THE INVENTION
[0028] As used herein, the terms "comprises," "comprising,"
"includes," "including," "has," "having" or any other variation
thereof, are intended to cover a non-exclusive inclusion. Further,
unless expressly stated to the contrary, "or" refers to an
inclusive or and not to an exclusive.
[0029] Also, use of the "a" or "an" are employed to describe
elements and components of the invention. This is done merely for
convenience and to give a general sense of the invention. This
description should be read to include one or at least one and the
singular also includes the plural unless it is obvious that it is
meant otherwise.
[0030] Unless otherwise defined, all technical and scientific terms
used herein have the same meaning as commonly understood by one of
ordinary skill in the art to which this invention belongs. Although
methods and materials similar or equivalent to those described
herein can be used in the practice or testing of the present
invention, suitable methods and materials are described below. All
publications, patent applications, patents, and other references
mentioned herein are incorporated by reference in their entirety.
In case of conflict, the present specification, including
definitions, will control. In addition, the materials, methods, and
examples are illustrative only and not intended to be limiting.
[0031] The different embodiments of the assistive desktops and
modules allow for many configurations. In some embodiments, the
angle of inclination of the desktops may be adjustable, in other
embodiments it may be fixed and include one or more modular
components. FIG. 1 shows one embodiment of 20-degree assistive
desktop 100. The assistive desktop 100 includes a body 105 made of
substantially clear, or translucent, plastic (including acrylic
plastic, polycarbonate plastic, Delran, polyethylene, polypropylene
or similar material) formed from a single, monolithic sheet. The
body 105 includes a writing surface 110 that is angled at
20-degrees 115 towards the user. The writing surface 110 is 24"
wide and 19" deep from a proximal or front edge 120 to a distal or
rear edge of the rear surface 122. The body 105 incorporates a
rounded acrylic molding 130 at the proximal edge 120 laminated to
the writing surface 110, functioning as a utility ledge.
[0032] The body 105 includes bottom plane 135 that includes 4
key-hole machined openings 140 for the purpose of inserting 1"
silicone (or similar) suction or fastening devices 145 for highly
secure but removable application to a supporting surface 150 (i.e.
Table, desk, etc.), see also FIG. 2. There are also 41/2" silicone
bumpers 151 (or similar material) attached near the four corners of
the bottom plane 135, with adhesive or other appropriate means, to
prevent slipping of the desktop during use while permitting easy
removal or repositioning. The bottom plane 135 also includes a
machined cut-out integrated handle 155 for transport purposes. The
distal plane 122 is 7" tall. The angled writing plane 110 may have
slots 165 cut into the surface 110 for placement of an optional
document holder module 170. Both sides 175 of the desktop 100 are
completely open to provide access to the entire interior surfaces
of all structural planes. These slots 165 allow for the placement
of the document holder 170 to be positioned in the left, right or
center positions as required by the user or removed completely. A
second document holder (not shown) may also used in conjunction
with document holder 170 to permit a greater work area or writing
surface, or may function in the same capacity as the document
holder 170 with twice the size.
[0033] In other embodiments, the body 105 may include flanged
supports provided along outer edges 175 of writing plane 110 for
increased planar rigidity. The body 105 may also include an
extension of the writing surface via formed or laminated angled
`wings` for the purpose of providing additional stiffness to the
writing plane.
[0034] One embodiment of a document holder 170 is shown in FIGS. 3a
and 3b. The document holder 170 may be made of optically clear
acrylic or similar material, also in a monolithic design. It is an
angled design and measures 8" wide.times.10" tall. The document
holder 170 includes one or more tabs 172, sized to insert into
slots 165, at a bottom rear portion of the unit. Silicone bumpers
174 (or similar material) are attached near a front portion of the
document holder 170 to prevent slipping and/or frictional damage to
the desktop writing surface 10 and/or document holder 170.
[0035] FIG. 4 shows an embodiment of an enhanced book/document
holder 270. This document holder 270 is similar in design to
document holder 170 with the exception of the attachment tabs 272
being positioned near a front portion of the unit. The weight of
the documents/books is placed toward the rear of the unit and rests
more on the structure of the desktop. Like the document holder 170,
the enhanced book/document holder 270 is also designed to be
optically clear and allow multi-positional placement via the slots
165.
[0036] As disclosed above, the sides of the desktop 100 may be
designed to be completely open to allow placement of materials,
references and access to the back surface of the writing plane.
This design element enables the use of various additional modules,
such as a magnetic module; a light module; a writing guides module;
and a paper-holding modules, as described below.
[0037] With access through the open sides of the body 105, a
magnetic module may be used that incorporates the use of neodymium
magnets application to the back and front sides of the writing
plane 110. Magnets may be attached to the back of the writing plane
110 using a removable, repositionable adhesive material; may be
permanently adhered; or may be held in position using the magnetic
pull of a corresponding magnet placed on the front surface of the
writing plane. This permits application and usage of educational
manipulatives (objects appropriate for manipulation which
encourages use of fine motor muscle groups), paper securing
applications and other creative or educational activities magnets
can provide while being on an ergonomically inclined surface. In
another embodiment, sheet steel or other magnetically attractive
material may be applied to the back side of the writing plane for
use with magnets on the front of the writing plane.
[0038] A lighting module may also be provided which allows for the
placement of various light sources, including but not limited, to a
stick-type designed light to be place behind the writing plane for
the purposes of backlighting and aesthetic lighting elements. The
light source may also utilize the optical elements of the acrylic
material of the body 105 to light the writing plane 110 of the
desktop. In another embodiment, the light source may be strips of
acrylic based material to channel light from the source to various
locations along various planes of the desktop units for functional
or aesthetic purposes and backlighting.
[0039] A writing guide module may also be utilized with the
invention. Self-adhering (e.g. stickers, self-stick or statically
adhering, etc.) guides may be applied to the back surface of the
writing plane. This is for the purpose of guiding paper position
and placement, especially for young users or those requiring
guidance for optimal paper placement and positioning. This
application allows for correct placement while not limiting actual
placement and not altering the smoothness of the writing plane.
[0040] A paper securing module or system may be used that
incorporates the use of various suction (or similar material) clips
applied to the front of the writing surface for the purpose of
securing papers or other items. Because of the smooth nature of the
desktop material, suction (and similar materials) applied clips are
easily placed to secure papers or other items to the surface as
desired by the user.
[0041] In other embodiments, the angle of the writing surface may
vary. In one embodiment, a 10-degree unit assistive desktop is
identical to the 20-degree Unit assistive desktop described above
with the exception of inclining the angle of the writing plane 110
is at 10-degrees rather than 20-degrees. The body 105 includes a
writing surface 110 that is angled at 10-degrees 115 towards the
user.
[0042] FIG. 5 shows another embodiment, a 30-degree Unit of an
assistive desktop 300 that may also function as an easel. The
assistive desktop 300 is similar to the 20-degree assistive desktop
100 described above, with the following exceptions: inclined
writing plane 310 is angled at 30-degrees (fixed, non-adjustable)
toward the user; the rear plane 322 measurement is 9" tall.
Key-hole machined openings 340 are done in the body 305 on the
bottom plane 335 and the rear plane 322 for the purpose of
inserting 1" silicone (or similar) suction or fastening devices 345
for highly secure but removable application to a supporting surface
350 (i.e. Table, desk, etc.), see also FIG. 6. There are also 41/2"
silicone bumpers 351 (or similar material) attached near the four
corners of the bottom plane 335 and the rear plane 322, with
adhesive or other appropriate means, to prevent slipping of the
desktop during use while permitting easy removal or repositioning.
FIG. 7 shows the 30-degree assistive desktop 300 in an easel
position where the fastening devices 345 and silicon bumpers 350
are on the rear plane 322. Due to the angle of the writing surface,
it may be necessary to use one of the holding mechanisms, such as
the magnetic or suction modules discussed above for the purposes of
securing paper to the surface. These modifications and alternate
positioning provide the user with a portable angled easel surface
that can incorporate all of the available optional modules
described for the 20-degree assistive desktop. All modules and
document holders available and applicable for the 20-degree
assistive desktop may be applied to the 30-degree assistive
desktop, 10-degree assistive desktop and adjustable assistive
desktops as well.
[0043] Unlike the fixed angle provided by the 10, 20 and 30-degree
assistive desktops described above, an adjustable assistive desktop
400 shown in FIG. 8 adjusts to various angles, such as 20 and 30
degree angles. The adjustable assistive desktop 400 was designed
for the professional working with users of varied needs and
abilities to determine individual optimal angle for writing
surface. The adjustable assistive desktop 400 differs from the 10,
20 and 30-degree assistive desktops by the following design
aspects, but is otherwise identical in structure, application and
usability with optional modules and document holders:
[0044] 1. Ability to adjust between 20 and 30 degree angles with
extreme ease and with no mechanical twisting, turning, screwing or
removable device.
[0045] 2. Fixed bottom plane angle prevents unit writing plane from
being able to collapse to a flat position, thereby limiting
potential for accidental injury.
[0046] 3. Safety chain prevents accidental over-extending of
writing plane and potential misuse or over-extension of hinge
mechanism.
[0047] 4. Monolithic appearance is obtained by lamination of 3
planar and bent acrylic pieces.
[0048] 5. 2 silicone based (or similar material) hinge materials
permit movement of planes for the purposes of angle adjustment.
[0049] 6. Simple adjustment was specifically designed for ease of
use by those with limited hand dexterity or similar physical
limitations. Adjustment from the 20 or 30-degree angle requires
simply lifting the writing plane and lowering it gently down to the
desired angel. To increase the angle from 20-degrees, lift the
writing plane fully and place the adjustment plane in the channel
guards, locking the adjustment plane into place.
[0050] 7. Silicone hinge mechanism specifically designed to
maintain structural integrity, ease of operation; single-piece
appearance; and optically non-obstructing quality as well as
esthetic qualities.
[0051] 8. Hook and loop type discs on adjustment plane secure it to
back side of writing plane during transport to prevent inadvertent
movement of said plane.
[0052] FIGS. 8-13 shows details of the adjustable assistive desktop
400 that incorporates three hinged planar components; a writing
plane 410, a base 435 and a elevation plane 422. The writing plane
410 and the base 435 are joined by a silicone based hinge mechanism
412 (see FIG. 9) in such a way and to be visually obscure and
eliminate the potential of entrapping skin or materials during
operation from the users angle. A rear portion 436 of the base
plane 435 and the elevation plane 422 may also joined with the same
hinge mechanism 412 to allow the elevation plane 422 to be rotated
to a parallel position to the rear portion 436.
[0053] FIGS. 8 and 10 show the adjustable assistive desktop 400 in
the 20-degree angle position. In this position, the writing plane
410 rests on the rear portion 436 of the base plane 435 and the
hinge 412 in a 20-degree angle position. The elevation plane 422 is
in it's resting position. One or more hook and loop type discs 414
are adhered to the back side of the writing plane 410 and superior
side of the elevation plane 422 wherein the elevation plane 422 may
be rotated such that the discs 414 meet and hold the elevation
plane 422 in a fixed position during transport.
[0054] FIGS. 11 and 12 show the adjustable assistive desktop 400 in
the 30-degree angle position. By raising the writing plane 410 and
rotating the elevation plane 422 to a parallel position to the rear
portion 436, the elevation plane 422 proximal edge 423 can be
secured between two guard rails 424 positioned on the back surface
of the writing plane 410. This brings the writing plane 410 to a
30-degree angle. This one-touch adjustment from 20-degrees to
30-degrees is easy for even the most limited hands to obtain and
was specifically designed as such.
[0055] A safety chain 475, shown in FIG. 13, may be used to limit
the movement and rotation of the writing plane 410 with respect to
the base 435. In one embodiment, the safety chain 475 prevents the
writing plane 410 from being inadvertently elevated beyond 45
degrees protecting the hinge mechanisms as well as the user from
accidentally positioning the writing plane 410 such that it could
fall toward the user (front).
[0056] Some of the embodiments of the assistive desktop described
herein, one or more if the following features may be included:
Optically clear design; Monolithic design and open access to
structure; Secure attachment to supporting surface; Optically
clear, multi-positional document holder; Dual use for the 30-degree
unit; Ability to function as a tracing table; Ability to provide
writing guides without interacting with the actual writing
surface
[0057] The optically clear design of the assistive desktop is an
important aspect of the invention. By creating an inclined surface
that is visually transparent, environmental aspects and references
are not obscured by the desktop itself. Reference materials can be
placed beneath the writing surface with complete visual access
through the writing surface, unlike traditional desks or other
inclined work surfaces. Visual access to the surrounding
environment in also not impacted for the user or nearby individuals
that may need non-obstructed visual access (i.e., classroom
situations).
[0058] By being optically clear, the assistive desktop maintains a
low profile; blending with the environment and not attracting
attention--an important feature for children and/or adults
sensitive to being `different`. This low profile is a key feature,
as a user's need to `fit in` will often influence compliance or
utilization if it means standing out from others.
Compliance/utilization will also be negatively impacted if a tool
such as the desktop impacts the visual or functional aspects of
classroom life for other students or for the teacher. By
maintaining full visual access for both student(s) and teacher,
inadvertent influences in learning are minimized. With a visually
transparent book holder, the book holder can be left in place
without being a visual barrier for the user.
[0059] The clear design of the assistive desktop also enables other
modules discussed above, to be implemented to enhance educational
and application value. By permitting complete visual access to both
the back and front of the writing plane and the base of the
desktop; manipulatives, magnets, lights and reference materials can
be accessed and utilized unlike any other inclined desktop. Visual
access to all surfaces, structural components and use areas permits
applications of magnetics, lighting and visual references not
provided by any other angled desktop.
[0060] The single piece, monolithic design feature of the assistive
desktop makes it unique from any other desktop design. The 10, 20
and 30-degree units eliminate the potential for moving parts to
become a distraction in the classroom settings. It also allows for
the entire elementary school desk surface to be converted into an
inclined writing surface without folding, locking, elevating or
other types of manipulation.
[0061] Structurally, a single piece design is less likely to have
problems with fasteners, loose parts, broken components, etc. as it
is formed from a single sheet of material. It is structurally
sounder and durable which is especially desirable when being
handled by children. By keeping the sides of the desktop open for
access to the base (along with the clear design), those aspects
described above in section 1 can be implemented and maximized. In
addition, the open sides allow the user to utilize the area beneath
the writing surface to store reference materials and utilities such
as but not limited to books, papers, implements, modules, etc.
[0062] The assistive desktops disclosed incorporates two methods of
securing the desktop to the supporting surface: suction and
non-slip bumpers (of various materials). This enables the user to
achieve very secure placement to prevent movement or significantly
limit inadvertent movement of the desktop during use. In fact, the
silicone material of both the suction and bumper attachments was
chosen for the way they grip to the laminated surface of the
standard U.S. elementary school desk; preventing almost all
movement of the desktop during normal use, while permitting easy
removal and repositioning.
[0063] Optically clear, multi-positional document holders may be
used with any of the assistive desktops. Because the document
holder is clear, it does not need to be removed when not in use and
thereby will not act as a visual barrier when not being used. The
tabs that correspond to slots in the assistive desktop(s) permit
the document holder to be positioned in three variations based on
user needs/preferences. This is a important feature for those with
physical limitations that make some positions more difficult to
utilize. It is also important in order to maintain optimal postural
and body positioning during use.
[0064] The dual positioning feature for the 30-degree assistive
desktop allows it to function as both a fixed angle, secure writing
surface as well as an easel by simple repositioning. No adjustment
is required for conversion from one use to the other; simple
repositioning (standing the assistive desktop on it's back on the
supporting surface) is all that is necessary.
[0065] The optically clear writing surface of the assistive desktop
allows it to function in many unique modes. A light positioned
behind the writing plane allows it to function as a tracing table
by conveying light from behind the writing plane for the purposes
of tracing or similar uses while not impacting the writing surface
itself.
[0066] Writing guides may be positioned behind the writing surface
without interacting with the actual writing surface. Because of
it's unique structural features, the desktop can provide visual
writing guides (such as those described above, but not limited to)
without being applied to the writing surface itself. Guides can be
adhered or applied to the back side of the writing surface without
any impact on the quality or smoothness of the writing surface.
[0067] In light of prior approaches to providing an inclined
writing and reading surface, the fixed, single piece, open-sided
design are aspects that are initially not obvious high-value
attributes. In the education of children and uniquely varied
individuals however, these aspects take on particular design
significance. When designing a tool for classroom use; distraction,
visual and physical accessibility, ease of use, simplicity of
structure and a very low visual profile are critical components
that have significant impacts. Many children and/or adults who
would utilize the assistive desktops described herein suffer not
only from fine motor skill deficits or physical limitations that
impact writing, but other educational challenges as well. Any
object that could distract, limit one's vision in the classroom (or
any environment), draw attention to itself or be in anyway
difficult or distracting to use could limit its functionality and
therefore it's benefit to the user. A tool such as the assistive
desktop lends itself to fairly inconspicuous use while providing
the inherent benefits to inclined and appropriately angled
writing/reading surfaces. An optically clear tool such as this also
lends itself to other non-obvious and educationally enhancing uses
such as those previously described as well as ones generated by the
creative user.
[0068] A test was conducted using a 20-degree assistive desktop in
a third grade classroom. One child suffered from significant
handwriting issues as evidenced by educational testing, teacher
observation and a prior history of occupational therapy
interventions for handwriting dysfunction. Upon implementing the
assistive desktop, several observations and results occurred: the
child reported that writing seemed to become easier while using the
desktop; the child's teacher reported no significant distraction
for either the child or other students in the classroom; the child
reported (self proclaimed) improved handwriting results;
demonstrated improved handwriting output as evidenced by
comparative handwriting samples taken prior to desktop use and ones
taken after approx. 18 weeks of full-time, classroom use;
utilization (by both teacher and student) of the design features of
the assistive desktop to provide enhanced visual access to
materials, even though no instruction to do so was given; the
teacher reported the enhanced visual accessibility to be a positive
feature of the assistive desktop; the child reported that he felt
the assistive desktop was significantly improving his writing and
that he felt more capable in his writing abilities; and the teacher
reported that increased handwriting abilities and perceived
increased self-confidence justified continued use of the desktop in
the classroom.
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