Buddy, the avatar of sick children,
at the heart of inclusive school concept
NEVER WITHOUT MY CLASS: 1750 BUDDY ROBOTS DELIVERED TO ALL ACADEMIES IN METROPOLITAN FRANCE AND OVERSEAS DEPARTMENTS
“Not only they participate in all teaching activities, but they can interact with their environment. Tele-presence robots allow them to move, exchange and register their presence within establishments, which they continue to occupy “physically” ”.
Former Minister of National Education (1)
TED-i : AN INCLUSIVE SCHOOL PROJECT, unique IN THE WORLD
“ It’s this socialisation that is essential, at all ages and throughout life. It’s this socialisation of which young people suffering from serious and long-term illnesses are deprived of.”
Zoom on the telepresence SERVIce with Buddy
THE SUCCESS IS THERE!
The first feedback highlighted tangible benefits for the students benefiting from the TED-i system and resulted in strong satisfaction from the students, their families and the teaching staff.
Numerous benefits have been demonstrated both on a social and educational level for sick students.
They benefited from Buddy, discover what they think!
Without a doubt, the social usefulness of Buddy no longer needs to be proven, given the numerous rave testimonials from the various stakeholders of the TED-i program, attesting the positive impact of the system on the inclusion of sick children. .
The teachers
“ The process is simple. Nael connects to Buddy using the pilot tablet. He can thus be immersed in the class, follow the lessons and even express himself! He easily operates the robot remotely and is therefore perfectly integrated into the class. For Nael’s parents, the Buddy robot is reassuring because there is no break in learning.”
Paul Verlaine – Gandrange – Nancy-Metz Academy
“They are happy to be able to find Idriss who some have known since first grade, they just find it great!”
Maxime Henriet – Clichy-sous-Bois – Créteil Academy
“The robot was very easy to use. In the context of the class, it was extremely positive and the real added value was really at the social level, more than at the educational level. This little boy was a little boy who already had a very good academic level. What he needed was his friends. Honestly, his friends needed him just as much.”
Liberté school – Pantin – Créteil Academy
The families
“This Buddy gave us a breath of fresh air every day. This Buddy made my child feel a bit like any other child who has a class and friends. When he entered the small section, my son was known throughout the school. His friends were happy to see him in real life. His return to school went very well. His teacher told me: it looks like Amine has been present in class all year. It was a real pleasure for me as a mother to see my son flourishing in his class after the difficult ordeals he underwent.[…] Continue to bring joy to our children through this system. You don’t realize how you can change our lives.”
“Jules can no longer go to class, his pace of life depends on his fatigue. He rarely gets out, even from his bed. He is very sociable and loves to talk, which is why this device allows him to open up even more to others. He loves being able to see what’s going on in the whole class, being able to interact by raising his finger and what joy it is to be able to move around (he hasn’t walked independently for several years). A great experience.”
” Very impressed by the robot and its design that children can make their own…The friends asked a lot of questions about Rose’s illness and Rose did not see her friends. It allows to recreate a link…Children love seeing the robot in movement or seeing Rose make smiley faces.”
The students
“I’m happy to have this because I can be with the others”
College student
“It’s not complicated and it’s fun […] It’s more practical than if the lessons were brought to me by someone else. It’s better. And the most important thing is that I can still see my friends”
Student in elementary school
“When I’m with Buddy, I feel good, I think I’m in class even if I miss playing games and going to the canteen with my friends.”
Student in elementary school
AN INCLUSIVE PROJECT EXported BEYOND BORDERS AND SCHOOLS
Avatar Kids PROJECT
FROM THE STERILE ROOM TO THE HOME
“We welcomed Buddy with a lot of hope about what it could bring to our patients in protective isolation. […] The psychological aspect plays an important part in the long and complicated care journey for a child. He must be a fighter to the end and if his moral drops, the treatment will perhaps be less tolerated Buddy has a real beneficial effect, a socio-physiological impact on the child and his siblings. It reduces the feeling of distance and exclusion for the family.”
Pediatrician at Toulouse University Hospital, specializing in hematology-oncology
“I have some troubles with new technologies but Buddy is really easy to use and it’s a very cute robot! We really appreciated it because it allowed us to maintain the link between brother and sister, not to have that feeling of emptiness. As soon as she got home from school, her sister would connect Buddy to talk with Alexis. They even played hide and seek together thanks to the robot.”
“Buddy made me feel well because hit allowed me to see my little sister, to see where she was in our house while I was hospitalized.”
“L’avantage de Buddy, c’est que l’enfant est indépendant, il commande le robot depuis la tablette, il a le choix de mettre son visage ou d’avoir un avatar s’il n’a pas le moral.”
Cofondateur de l’association
“Si les parents veulent l’emmener au spectacle de fin d’année du frère ou de la sœur, ils peuvent. Buddy peut parler, prendre des photos, zoomer si l’enfant veut voir de près, comme le petit Gabin qui a un aquarium et peut ainsi suivre ses poissons. L’enfant doit pouvoir être acteur et décider, et cela leur fait un objectif dans la journée”.
Pédiatre au CHU de Toulouse, spécialisée en hémato-oncologie
SOURCES
TED-i Project
Avatar Kids Project
The Hope of Princess Manon project
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