Research Grant Application Form
Name of the team:
Accessible VAN project for cerebral palsy students in Nepal
Contact email:
ku.mech2012@gmail.com
Team members:
Field of study:
Bachelor/Master:
Advisor (Name/Signature):
Niroj Maharjan
Milan Shrestha
Sanjay Shrestha
Engineering
Bachelor
Binaya K.C
Affiliation:
Kathmandu University
Telephone:
Email:
Dean (Name/Signature)
Telephone:
Email:
Dr Bhola Thapa
KATHMANDU UNIVERSITY
SCHOOL OF ENGINEERING
DEPARTMENT OF MECHANICAL ENGINEERING
PROJECT PROPOSAL FOR RESEARCH GRANT
“ACCESSIBLE VAN PROJECT FOR CEREBRAL PALSY
CHILDREN IN NEPAL”
Project Supervisors
Prof. James Widmann and Assistant Prof. Binaya K.C.,
Department of Mechanical Engineering,
Kathmandu University
Submitted to
Turbine Testing Lab,
Department of Mechanical Engineering,
Kathmandu University
Submitted by:Niroj Maharjan (mah.niroj91@gmail.com)
Milan Shrestha (milanshr55@yahoo.com)
Sanjay Shrestha (sanjkoid@gmail.com)
April 2013
ABSTRACT
The children with cerebral palsy condition usually have difficulty in muscular co-ordination and
movement of hands and legs. Thus, they need assistance of others to do their daily activities.
This project is basically targeted to address the transportation issue of such children. We intend
to design an economic and effective system that will aid the Cerebral Palsy Children at
Sathisansar Nepal to get into and out of their school van easily in less time and little assistance
from other people. After detail study and investigation, we have designed an idea of an automatic
lift. The automatic lift uses linear actuators to lift the wheelchair to the van floor level which will
greatly reduce the time spent in transportation as well as provide ease to the people who aid in
this task. The lift is to be installed in the side door of the school van and used whenever
necessary. The system will not only secure the transportation rights of Cerebral Palsy children,
but also help in upgrading their life condition by providing them a means of freedom and feeling
of self-dependency.
Keywords:
Cerebral Palsy, Transportation, Sliding Ramp, Automatic Lift
i
TABLE OF CONTENTS
ABSTRACT ..................................................................................................................................... i
TABLE OF CONTENTS ................................................................................................................ ii
LIST OF FIGURES ....................................................................................................................... iv
LIST OF TABLES ......................................................................................................................... iv
LIST OF ABBREVIATIONS, SYMBOLS AND UNITS USED ................................................. iv
CHAPTER 1 ................................................................................................................................... 1
INTRODUCTION .......................................................................................................................... 1
1.1 Introduction ........................................................................................................................... 1
1.2 Background ........................................................................................................................... 1
1.2.1 Cerebral Palsy ................................................................................................................ 1
1.2.2 Project Background ........................................................................................................ 2
1.3 Problem Statement ................................................................................................................ 3
1.4 Objectives ............................................................................................................................. 3
1.5 Methodology ......................................................................................................................... 3
CHAPTER2 .................................................................................................................................... 6
DISCUSSION ................................................................................................................................. 6
2.1 Problem Description ............................................................................................................. 6
2.2 Survey Data ........................................................................................................................... 6
2.3 Preliminary Design Concepts ............................................................................................... 7
1. Simple platform .................................................................................................................. 7
2. Sliding ramp ........................................................................................................................ 7
3. Under Vehicle Lift .............................................................................................................. 8
4. Automatic Lift ..................................................................................................................... 9
2.4 Final Design ........................................................................................................................ 10
2.5 Manufacturing Plan ............................................................................................................. 12
2.6 Design Verification Plan (DVP) ......................................................................................... 13
2.7 Gantt Chart .......................................................................................................................... 14
2.8 Cost Estimation ................................................................................................................... 15
2.8.1 Material Cost Estimation ............................................................................................. 15
2.8.2 Accommodation Cost................................................................................................... 15
ii
2.8.3 Transportation Cost ...................................................................................................... 15
2.8.3 Miscellaneous Cost ...................................................................................................... 15
2.8.4 Total Cost ..................................................................................................................... 16
CHAPTER 3 ................................................................................................................................. 17
INTENDED OUTPUT.................................................................................................................. 17
REFERENCES ............................................................................................................................. 18
APPENDIX ................................................................................................................................... 19
I. QUALITY FUNCTIONAL DEPLOYMENT (QFD) ............................................................... 19
II. HIACE BUS SPECIFICATION .............................................................................................. 20
III. LIFT DESIGN WITH BILL OF MATERIALS ..................................................................... 21
IV. EXPLODED VIEW OF LIFT ASSEMBLY .......................................................................... 22
iii
LIST OF FIGURES
Figure 1: Simple sketch showing 15 degree inclination ................................................................. 8
Figure 2: Side view of the van ........................................................................................................ 9
Figure 3: Bottom view of the van ................................................................................................... 9
Figure 4: Solidworks model of the lift .......................................................................................... 10
Figure 5: Final Design Assembly ................................................................................................. 11
Figure 6: Exploded view of the assembly ..................................................................................... 11
Figure 7: Wiring Diagram for Actuators ...................................................................................... 12
Figure 8: Manufacturing Division of Labor (Left: Kathmandu University; Right: Cal Poly)...... 12
LIST OF TABLES
Table 1: Engineering Requirements................................................................................................ 5
LIST OF ABBREVIATIONS, SYMBOLS AND UNITS USED
CP
Cerebral Palsy
mm
mm
CalPoly
California Polytechnic University
KU
Kathmandu University
kg
Kilogram
kW
kilowatt
m
meter
iv
CHAPTER 1
INTRODUCTION
1.1 Introduction
This project is intended to create a more accessible environment for students with cerebral palsy
attending Sathisansar, a school located in Pokhara, Nepal. An individual with cerebral palsy
need special attention in his/her daily life. Inability to move hands and legs is the primary
problem in most cases. However, the level of severity may vary from person to person. Some
individuals have simple problems while the condition of others is worst. A person with simple
effect of CP can do almost every kind of work like a normal person. But, a person with deeper
level of severity cannot walk and do other things and are totally dependent on their family
members. They may even suffer from other disorders like low vision power, hearing loss, speech
problem and low cognitive development. Beside physical assistance, they need emotional, moral
and motivational support to live their life positively. They need assistance in their cognitive,
physical and mental development.
Sathisansar Nepal is a non-government organization working to upgrade the life status of
children suffering from cerebral palsy in Nepal by implementing family and community based
rehabilitation methods through Special Education and Community Outreach Programme. Aided
by foreign donors, the organization provides services like helping them in their daily chores,
physical and mental exercise, social life style, etc. intended to upgrade the life condition of CP
children. With holistic approach, each child is taught under Individual Education Plan by special
tutors with the help of special equipments and techniques. The organization has a school in
Pokhara where they teach such children. The children are day boarders and are picked and
dropped from school every day with the help of a school van.
1.2 Background
1.2.1 Cerebral Palsy
Cerebral Palsy (CP) is a group of permanent disorders of the development of movement and
posture, causing activity limitations that are attributed to non-progressive disturbances that
1
occurred in the developing fetal or infant brain. The motor disorders of cerebral palsy are often
accompanied by disturbances of sensation, perception, cognition, communication and behavior,
by epilepsy and by secondary musculoskeletal problems (Rosenbaum P, 2006 April). Obviously
it is a condition in which there may be abnormal brain development or injury to the brain as it
develops. This can occur before, during, after birth or during early childhood. Despite advances
in medical care, cerebral palsy remains a significant health problem. The number of people
affected by cerebral palsy has increased over time. This may be because more and more
premature infants are surviving. In the United States, about 2 to 3 children per 1,000 have
cerebral palsy. As many as 1,000,000 people of all ages are affected.
The children with cerebral palsy have difficulties in controlling muscles and movements as they
grow and develop. The nature and extent of these difficulties may change as children grow but
cerebral palsy itself is not progressive: the injury or impairment in the brain does not change.
However, the effects of the brain injury on the body may change over time for better or worse.
Depending on the precise area of the brain that is affected, there may be associated difficulties
which become obvious during development; for example, in vision, hearing, learning and
behavior. No two people will be affected by their cerebral palsy in the same way and it is
important to ensure the focus of treatments and therapies are tailored to individual needs.
1.2.2 Project Background
The concept of this project was first conceived by Prof. James Widmann, California Polytechnic
University (CalPoly), US. During his visit to Pokhara in 2011, he went to Sathisansar Nepal a
non-governmental organization working to help the CP children. He realized the problem that CP
children are facing in their daily life. Of many such difficulties, Prof. Widmann specially noticed
the transportation problem, which could be solved by engineering students by constructing a
system to get the children in or out of the school van. After returning to US, he came up with a
brilliant idea of solving the problem. With the collaboration of students from CalPoly and
Kathmandu University, a project team was formed to address the scenario. This team consists of
two groups- three students from CalPoly and three students from Kathmandu University working
together to achieve a common mission i.e. create an accessible van for CP children. Both the
group of students will be working together to design and fabricate a new system for van
modification with easy access for CP and/or disabled children. While staying within a minimal
2
budget, this will be done by modifying the van currently used at the school so that it is more
accessible for any student with cerebral palsy while also securing them in the seats of the van.
1.3 Problem Statement
As mentioned earlier, this project is basically targeted to address the transportation issue of CP
children at Sathisansar Nepal. The main problem at the school is the transportation of children
into and out of the school van. The school van is a Toyota Hiace Commuter. It has two steps at
its entrance. Thus, carrying a CP student(especially the older ones) into or out of the van is quite
tiresome and difficult. The process is time consuming and requires considerable effort from the
driver, teachers and parents of the students attending the school. The students are also very
dependent on those helping them as they board on and off the van.
1.4 Objectives
The main objective of the project is to design and fabricate an effective system that can easily
commute the children into and out of the school van at economic cost and little assistance from
other people. Besides, the following secondary objectives are noteworthy:

To help the CP children and involved personnel in easy transition.

To reduce the time and effort of helping staff and make their work easy.

To modify the van to accommodate the system.

To create the system that may be useful for other disabled people as well.
1.5 Methodology
The following methodology will be adopted for the completion of our project.

Problem Identification and Definition

Site visit and Data Collection

Problem Analysis

Literature Review/Brainstorming

Criteria for the design

System Analysis, Preliminary Design and Calculations

Prototype Design

Detailed analysis and design modifications(if required)
3

Final product fabrication

System testing and installation
Based on the information obtained from the visit at the school, we understand that our main users of
the product will be the children. It has also been determined that the people interacting with them
such as the van driver, parents, and teachers are also part of the customer selection since they are
involved in the lives of these children. In order to determine what is needed to satisfy the need of our
customers, we employed the Quality Function Deployment method (QFD) (see Appendix I).As a first
step of the QFD method, we identified our principal customers, which include the children, the
parents, the van driver, and the teachers. Next, we identified and prioritized the customers’
expectations and requirements. We also conducted research on products that are currently in the
market to see if these products can satisfy the customers' need. Then, we derived a list of engineering
specifications related to the customers' requirements.
The next step included finding correlations between the customers' requirements and engineering
requirements. Three main types of correlations were established as follows: strong, medium, and
small correlation. An engineering requirement that was found to have the strongest correlation to the
children’s requirements was time. Time has a strong correlation since the ability to get into the van
and onto a specific seat within a reasonable amount of time is important. We believe that the device
should allow the children to get into the van as quickly as possible because there are so many
students who need to be transported. This is opposed to the overall weight of the device, which has
no correlation at all with getting into the van. The complete QFD table is attached in the appendix
section for reference (see Appendix I).
The engineering requirements identified are shown below in Table 1. We used the "compliance"
method to show how each design requirement is to be met. The following four methods will be used
during the design process: Analysis (A), Test (T), Similarity to Existing Designs (S), and Inspection
(I). We also evaluated the risk of meeting each of the engineering targets and specifications. We set
three different levels of risk: High (H), Medium (M), or Low (L).
4
Table 1: Engineering Requirements
Spec. #
1
2
3
4
5
6
7
8
Parameter
Description
Height From Ground
Height inside van
Load Capacity
Time
Size (width)
Weight
Life Cycle
Cost
Requirement or
Target (units)
23 in
13 in
400 lbf
5 min
50 in
100 lb
10 yrs.
$1,000
Risk
Compliance
H
H
H
M
M
M
H
M
T, I, S
T, S, I
A, T, I
T, S
A, T, I
A, T, S, I
A, T,
S
As an example, the device installation height from the ground is one of the main factors because the
designed device will be mostly used by the children that have movement limitations. It is also
important that the children be able to operate the system with minimal effort. The size and weight of
the final product are important since they will be limited by the capacity of the vehicle being
modified. The stability of the vehicle is also important to avoid rollover during operation. The risk of
meeting these requirements is therefore crucial. It is essential to design a device capable of
supporting a minimum of 400 pounds and being able to last at least 10 years based on daily
operation.
5
CHAPTER2
DISCUSSION
2.1 Problem Description
Currently at Sathisansar Nepal, there are 30-35 cerebral palsy students ranging from the age of 3
to 21 years of age. These students come to the school daily in the school van. The school van has
two steps at the entrance and thus, the physically impaired children have difficulty in boarding
and coming out of the van. They require the help of 3-4 personnel to get in and out of the van.
The younger children can be easily carried into the van by hand however, the older children need
assistance of 2-3 people for commuting. Thus, the personnel have to do extra job in loading and
unloading the children. This also consumes a lot of their time and energy and the children also
feel uneasy during the process.
2.2 Survey Data
In order to solve this scenario, a system needed to be developed. The system should provide easy
access for children to get into and out of the van and also decrease the time and assistance of
other personnel. For this objective to achieve, data needed to be collected to proceed into the
design phase. The following data were collected after our visit at the school in Pokhara.
Total number of students = 30-35
Number of staff utilized for transportation =5
Average weight of children = 50 kg
Average Wheelchair weight = 10 kg
Children age group = 3-21
Number of children above 15 years of age = 4
Total number of staff employed = 15
Height to lift = 584.2 mm
6
Distance to be travelled = 700 mm (approx.)
Source of power = battery/manual
School Van Details
Model = Toyota Hiace Commuter
Year of Manufacture = 2008
Overall Dimension = 5380 x 1880 x 2285 mm3
Ground Clearance = 190 mm
Gross Vehicle Weight = 3250 kg
Seating Capacity = 16
Fuel = Diesel
*Note: Details of the van are provided in the appendix II.
2.3 Preliminary Design Concepts
After the visit to the school, the main problem was dissected in detail. The problem was
thoroughly analyzed and brainstorming was done as to find a proper solution to the problem.
Literature Reviews through internet, books was done, supervisor and teachers were consulted.
The suggestion from the organization was taken into account. After the detailed discussion, the
following designs were found to be viable and attractive.
1. Simple platform
A simple platform may be constructed by the use of aluminum or wood. The platform may be
kept alongside the van during the transit so that the children can walk over it or the wheelchair
can be guided over it. The solution seems to be quite simple, but the platform is not portable and
it would still require the aid of other people for the transportation.
2. Sliding ramp
A ramp/slope may be constructed that can be pulled out manually or automatically during the
transition. The wheelchair may then be guided over it. A pulling device may be used in order to
7
pull the wheelchair into the van. When not in use, the ramp may be slid and stored beneath the
seats. This might increase the height of the floor by some unit. However, if we can manage the
thickness of the ramp, it might just work. A modification of sliding ramp could be to somehow
hinge the ramp to the van and making it foldable so that it can easily slide out of the way within
the van.
Figure 1: Simple sketch showing 15 degree inclination
The idea of ramp, however, may not be feasible. Preliminary tests showed that 30 degrees will be
too steep to push a wheelchair up (because the angle is very steep, also steep for walking). The
American Disabilities Act recommends that there is a 2:1 ratio for a height: ramp length ratio
which means that we need close to a 10 foot ramp for the length, 8 feet would probably be the
shortest distance that can be achieved (see fig. 1). A ramp that is over 8 feet long that needs to be
unfolded each time at a student's home could be quite laborious. And also, during our trip in
school bus, we found that the roads were narrow and there is not a whole lot of room for a long
ramp. Moreover, an automatic sliding ramp may get dirt in between the sliding mechanisms
causing advanced wear and tear on whatever is automating the ramp. Hence, the ramp alternative
may not be feasible.
3. Under Vehicle Lift
The UVL may be ideal solution to the problem. With the wheelchair lift mounted underneath the
vehicle, it remains out of sight and out of the way until needed. This means easy access, a clear
side view, and maximum interior space. The UVL may be powered by electric motor running
8
from the battery of the vehicle. Also, market analysis shows that the cost of constructing this
system is also within the range. However, the only problem with such lift is the ground
Figure 2: Side view of the van
Figure 3: Bottom view of the van
clearance. The Toyota Hiace Commuter is made so compact and comfy that it has very little
room for clearance. At the rear door of the van, the ground clearance was found to be mere 9
inch. Thus, installing the UVL at the bottom of the door is out of question since it will get
damaged due to the contact with the ground during transport. The only possible solution would
be to install the UVL at the step just beneath the van floor. But, the bottom of the Hiace
Commuter has fuel pipe at the step; making it difficult to setup the UVL at the door step.
4. Automatic Lift
The automatic lift consists of a simple platform which can be moved up and down with the help
of actuator. The platform is where the wheelchair along with the person is placed. There are two
actuators in this system. The first actuator is for horizontal displacement and the second is for
vertical lift. The lift will be mounted to the entrance of the vehicle. The lift will eject out a few
inches to make the clearance and then drop down using the linear actuators. The platform will
manually fold up and down when needed (it is currently only shown in the down position). When
the lift is not being used, it can be moved to the bottom position so that it's only resting on the
ground and therefore won't be in the way of people trying to get on. They can merely step on the
platform (which is essentially the ground) and then board the van. If anything, the lift may be
relocated to the rear of the van to remove hindering of the door. Power and energy are also not a
concern as the van is running (alternator is constantly charging the battery).
9
Details of the automatic lift (preliminary concept):


Actuator Stroke Length: 30 inches
Actuator will only travel 22.5 inches because that's the floor height from ground

Actuator Load Capacity: 1300 pounds (2600 pounds total between two)

Platform Size: 36 inches x 36 inches (can be easily changed based on size needed)

Support Structure Height (attached to the actuator at top): 52 inches

Ejecting Length (how far the structure can extend in order to make clearance for the lift
to go up and down): 5 inches (can be easily changed based on length needed)
Figure 4: Solidworks model of the lift
2.4 Final Design
After the detail study and suggestion from school and professors, we opted to go for the lift
design. The final design involves 8 major parts which make up a lift, as seen in Figure 6 as an
exploded view. These major parts are on the main components of the lift and the essential parts to
completing the overall function of the lift (raising and lower students). The first part is composed of
two linear actuators that have a 24 inch stroke and 560 pound thrust force. The actuator has the main
10
role of raising and lowering the lift assembly. The second
and third parts are the inner and outer supports for the
actuator, which are steel square tubing, designed to take the
entire bending moment caused by a load on the platform so
that the linear actuators aren’t exposed to any bending. Note
that the outer support for the actuator has a cut out slot. This
slot is cut out so that a cable can be attached the platform
and protruding inner support for actuator to hold up the
platform The fourth portion of the design is the ejecting
frames which are steel square tubing designed to eject and
retract the lift mechanism into and out of the van. The fifth
part is the tower frames made of steel square tubing and
Figure 5: Final Design Assembly
designed to secure the lift to the van via the tower frame flanges bolted to the frame of the van. The
sixth part is the platform which is a square tubing frame with a thin sheet of aluminum to provide a
walking surface. Parts seven and eight are bridges designed to ease getting on platform from ground
(Bottom Bridge) and getting on van from platform (Top Bridge). Note that the platform and bridges
have pin slot flanges which are designed to hold the bridges vertically with a pin.
The wiring diagram
for the wiring of the
linear actuators that
will be raising and
lowering the lift is
shown in Figure 7.
Each actuator is rated
for
a
maximum
current of 20 Amps,
so a fuse will be wired
inline of the power
wire for each actuator
to prevent failure. 10
gauge wires should be
sufficient for 12 Volts
Figure 6: Exploded view of the assembly
11
and 20 Amps needed for the actuators. A switch (momentary-on off momentary-on) known as SPDT
will be placed in line on the ground wire (negative terminal) that will control ejection and retraction
of the actuators.
Figure 7: Wiring Diagram for Actuators
2.5 Manufacturing Plan
Figure 8: Manufacturing Division of Labor (Left: Kathmandu University; Right: Cal Poly)
12
Since the overall design of the solution has been done with the collaboration between the group of
students from Kathmandu University and those from Cal Poly, it is only fitting that the
manufacturing of the lift would be a collaborative effort as well. The two teams of engineering
students decided that the assembly of the lift would be divided into two portions and that these two
portions would be assembled by the Kathmandu University team on-site in Nepal. It was decided that
the manufacturing would be broken up into the two portions seen below in Figure 8 with the
Kathmandu University team building the portion on the left while the Cal Poly team will be building
what is seen on the right.
As noted above, when both sets of teams complete their respective portions the Cal Poly team will
ship what they have completed to Nepal to be assembled with the Kathmandu University team’s
portion. Both teams will find and purchase the materials needed in their respective country with an
exception coming if the Kathmandu University team cannot find the materials needed in Nepal. In
this scenario, the Cal Poly team will purchase the required materials and ship them to Nepal so that
the Kathmandu University team can finish their portion of the lift.
2.6 Design Verification Plan (DVP)
During the process design of any design, tests must be performed to verify that the design meets all
the engineering specifications and requirements. This project is because each team will be required to
test their portions of the lift in different and distinct ways to ensure that when assembled together the
lift will work smoothly. As a result of this, both the CalPoly team and the Kathmandu University
team will be responsible for testing their portion of the lift that they will be building as described
above.
The KU team will be manufacturing their respective portion with the designed dimensions. The
CalPoly team will also be making their portion of design. After the CalPoly students send the parts
they made to Nepal, the KU team will be responsible to verify the compatibility of the two portions.
If deviations are present, the KU team will make modifications in the design to accommodate the
deviations. After the parts are verified to be compatible, testing will be done to ensure the lift meets
the designed standards. After all the tests are performed and satisfactory results are obtained, the KU
team will be installing the lift in-site in Pokhara.
13
2.7 Gantt Chart
Act
Code
Months and Weeks
Work Package and Activity
Jun
1
1
2
3
Jul
4
5
6
Design Finalization
Analyze if preliminary design works
Test for objective fulfillment
Review Cost/Benefit ratios of each
Choose Best Design
2
Design Analysis
Analyze Stress in each Components
Life analysis of the Components
Simulate Stress Distribution
Design Verification and Optimization
3
Design Fabrication
Collection of Required Components
Do make or buy analysis
Fabrication of Final Product
Testing and Evaluation of Product
4
Installation of Product
Transport Product to the Site
Install the Product in Van
Test the product in Real condition
Feedback and Review of the Product
14
7
Aug
8
9
10
11
12
Sept
13
14
15
16
17
18
2.8 Cost Estimation
2.8.1 Material Cost Estimation
Materials
A36 Steel Square tube
A36 Steel Square tube
A36 Steel Square tube
Nut and bolts
Rollers
Aluminum Sheet
Linear Actuator
Others
Total
Specification
1.5 x 1.5''
2 x 2''
2.5 x 2.5''
Rate ($)
1.75/ft.
1.90/ft.
2.15/ft.
1.00
3.00
D2''
36 x 36''
Quantity
1(20 ft.)
1 (10 ft.)
1 (10 ft.)
10
4
50.00
2
Cost (in $)
35.00
19.00
21.50
10.00
12.00
15.00
100.00
5.00
227.5
2.8.2 Accommodation Cost
Place
Rate per head ($)
Pokhara
No. of Days
No. of people
5
3
3.00
Cost ($)
45.00
2.8.3 Transportation Cost
Rate
Per
Head($)
No. of
people
From
To
Purpose
Medium
Kathmandu
Pokhara
Data Collection
Bus
6.00 3
18.00
Pokhara
Kathmandu Return
Bus
6.00 3
18.00
Kathmandu
Pokhara
Assembly
Transport
Kathmandu Return
Van
Pokhara
Bus
Total
Total ($)
120.00
6.00 3
18.00
174.00
2.8.3 Miscellaneous Cost
Items
Cost($)
20.00
Installation Of Product.(Workshop Charge)
Others
5.00
Total
25.00
15
2.8.4 Total Cost
Category
Cost (in $)
227.50
Material cost
Accommodation Cost
45.00
Transportation Cost
174.00
Miscellaneous Cost
25.00
Total
471.50
As seen from the tables above, the total estimated cost is about $471.50.
16
CHAPTER 3
INTENDED OUTPUT
This project intends to upgrade the life condition of children with Cerebral Palsy by providing
them easier access to transportation. We aim to achieve this goal by constructing a system that
will aid the Cerebral Palsy Children get in and out of their school van easily and comfortably.
The system will not only secure the transportation right of CP children, but also reduce the time
and human effort that is currently required to carry them in and out of the van.
17
REFERENCES

Cerebral Palsy, Causes and Symptoms. Retrieved 12 Nov 2012, from
http://www.cerebralpalsy.org./.

Cerebral Palsy Manual. Sathisansaar Nepal, Pokhara, Nepal.

Getting a wheelchair into a car. Retrieved on Dec 2, 2012 from
http://www.ricability.org.uk/consumer_reports/mobility_reports/getting_a_wheelchair_in
to_a_car.

Rosenbaum P., Paneth N., Leviton A., Goldstein M., Bax M. (2006). A Report. The
Definition and Classification of Cerebral Palsy. Developmental Medicine and Child
Neurology Journal Supplement.

Under Vehicle Lifts. Retrieved on Oct 12, 2012 from
http://www.braun.com/devices/UVL/.

Wheelchair Lifts. Retrieved on Oct 12, 2012 from
http://vanconinc.com/equipment/wheelchair-lifts/.
18
APPENDIX
I. QUALITY FUNCTIONAL DEPLOYMENT (QFD)
19
II. HIACE BUS SPECIFICATION
20
III. LIFT DESIGN WITH BILL OF MATERIALS
21
IV. EXPLODED VIEW OF LIFT ASSEMBLY
22