There are some feedbacks of Satoshi-kun which is former version of VOCA-PEN.
The VOCA-Pen is a sound recording and playback device that uses coded stickers to identify saved recordings, lets you record sounds and messages, and plays those sounds when you point to the stickers.
You can use this flexible pen in various ways depending on your ideas.
4th grade of student has difficulty reading and speaking the words (cannot pronounce the words correctly)Purpose
To let him enjoy reading proactively and also let him speak with the recorded sound together through the independence of activity class.Content
Clicked and played the words on the picture story book for the word game.Outcome
By playing the recorded sound on his own, he was able to learn and enjoy the word game proactively. In addition, he spoke a lot by imitating the recorded sound.
Children with autism. They do not know how to say things and what to tell to others.Purpose
To let them learn how to say their name and how to tell their favorite things to others.Content
Attached the stickers on their “self-introduction sheet” and played it for their self-introduction.Outcome
By using Voca Pen, they were able to introduce themselves without their teachers.
A child with autism. He has difficultyPurpose
using the words he is supposed to use.
To let him present and ask questions / other people’s feedback about his activity.Content
(e.g I have so many apples, how about you? )
Attached the stickers on their “self-introduction sheet,” where it is blank and played it for their self-introduction.Outcome
They were able to present their activity without Other people’s help.
A child with down syndrome・dysarthria. He has difficulty conveying his messages because of his poor pronunciation.Purpose
To let him a chairman on his own during the class activity.Content
Attach the recorded stickers on his progress sheet and play it. By using this, he organizes the class activity.Outcome
He was able to manage his mc by utilizing Voca Pen
3rd grade three students (Autism, Down syndrome, Pervasive developmental disorder), 4th grade of student (Autism).Purpose
To let students play the game by them-selves. By using Voca Pen, they play the music.Content
1. (Song intro quiz) One gave the questions (played the music) and other listened to the music first.Outcome
2. Then they tried to find the piece of this music puzzle and then completed the whole puzzle together.
Since the game was easy to play for everyone, they were able to enjoy the game very much.
A child with cerebral palsy. He has a problem with extremity and has difficulty reading fine writing and drawing patterns.Purpose/Content
In this school, they hung student's art objects on the wall in the hallway. It lOutcome
et the students display their art objects in the hallway and give the introduction of their art object by playing the recorded introduction.
In this school, not all the students can read, thus, giving the introduction of the art object through recorded voice sound was educationally very effective for describing the art object.
A child with intellectual property. He has a speech disability therefore, he usually communicates with others by his gestures, which are not easy to understand.Purpose
-During the school lunch time, he used the Pen and played “I am finished”.Outcome
(The teacher usually encourages student to say it) In this way, he started having independent- minded activity.
-He used the Pen and played “I want to eat xxx”, “I want to play xxx”. By letting him use the Pen this way,
others were able to understand what he wants.
He started communicating with others by the Pen instead of his gestures, which helps others to understand him easier.
A parent of a child who is an user of Time Log for 5 years (at that day), gave us a precious usage information.
Time Log makes it possible to understand time even if one is not able to read time in a conventional manner of clocks. Time Log illustrates notions as WHEN and FOR HOW LONG everyday routines and activities will take place.
Time Log 60 min
20 diodes Interval of time to light off: 3 min/ diode
* This user is using the item for ages, so it is an old type.
1st year of junior high school student with autism and severe intellectual disability at those days.Main using place
In a room.
It is able set the timer by the blue button for 15min, the green button for 30min, the yellow button for 45min, the red button for 60 min, and one red LED is light off every 3 min.
This photo is the usage scene to stop playing a sound toy in the every night.
(The time log indicates how long one can play it.)
With attaching a photo of the target for the timer, one is easier to understand it. In addition, one is using the item for “Leaving time for school bus”, “Eating time for sweet”, “Going to bed time”, “Going out time”, “how long one can do the thing”…etc.
It worked very well for my kid. Without this item, he will have a problem very much in his life, because it seems the easiest way to understand the time for him. He tried to use other timers, but it is the best fit for his level of understanding that the decreasing the red LED one by one horizontally of the Time Log.
He still cannot read the time but he seems to get to understand a little in the course of using the Time Log by set 15min, 30min, 45min, 60min. The time log is really essential for him to have his time structure and also the ear muffs which is an another product, though, because his sense of hearing is too sensitive. We are very satisfied that we meet the Time Log. Thank you very much.
Point of the usage
“Six years later, now(year 2014), the parent and child gave us the point of the usage again.”
They are still using the Time Log. When the child wants to say “It’s time for meal”, the parent says “Please wait for 15min”, then the child waits for it by setting the Time log with 15min.
Fortunately, it was not broken for the last 6 years. Although the Time Log is not cheap, I realize that it has a durability and understandability for disability children. I appreciate that we met a chance to use such a product. I think now that how long have to wait for something and how long have to do something is totally different for severe intellectual disability children, so they should use it with the either way or they should use it in one way after mastering the another way.
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