0:00:03 > 0:00:06Hundreds of thousands of children across the UK
0:00:06 > 0:00:08struggle with the simplest tasks,
0:00:08 > 0:00:12hampered by their health or the environment around them.
0:00:12 > 0:00:15I've never played with my friends out here.
0:00:15 > 0:00:17So, race it, then. Race the car. Good girl!
0:00:19 > 0:00:21With no obvious solutions to their problems,
0:00:21 > 0:00:23there's often nowhere to turn for help.
0:00:24 > 0:00:27In this programme, we've brought together eight
0:00:27 > 0:00:31of the UK's leading engineers, designers and computer programmers.
0:00:32 > 0:00:34Our team will get to know four children
0:00:34 > 0:00:36facing very different challenges.
0:00:36 > 0:00:38They'll use cutting-edge science and technology
0:00:38 > 0:00:41to build life-changing solutions for Children In Need.
0:00:45 > 0:00:47They'll help a young lad who's blind.
0:00:48 > 0:00:51Something that could help him
0:00:51 > 0:00:55be able to navigate his environment with more confidence.
0:00:55 > 0:00:59They'll attempt to help a girl who suffered a severe brain injury.
0:00:59 > 0:01:03I would like to become more independent
0:01:03 > 0:01:05and remember what happened.
0:01:05 > 0:01:08And they'll try to bring together twin sisters
0:01:08 > 0:01:11whose lives have been divided by disability.
0:01:11 > 0:01:14She's literally trapped in her own body.
0:01:14 > 0:01:15If they get this right,
0:01:15 > 0:01:18they could potentially change the lives of not just those children,
0:01:18 > 0:01:21but thousands more like them across the UK.
0:01:21 > 0:01:24I don't know how reliable it's going to be.
0:01:24 > 0:01:27This is the only one of its kind in the world.
0:01:28 > 0:01:30The code is killing me.
0:01:30 > 0:01:33- I'm just, I'm shocked. - Speechless!- Aw!
0:01:33 > 0:01:35THEY CHEER
0:01:35 > 0:01:37Group hug.
0:01:37 > 0:01:41This is Big Life Fix: Children In Need Special!
0:01:41 > 0:01:44THEY CHEER
0:01:52 > 0:01:55Our team's base is in East London.
0:01:55 > 0:01:57Known as a maker space,
0:01:57 > 0:01:59it's one of a national network of inventors' hubs
0:01:59 > 0:02:01crammed full of the latest technology.
0:02:03 > 0:02:05It's from here that our leading inventors
0:02:05 > 0:02:06will attempt to create fixes
0:02:06 > 0:02:09for people who don't know where else to turn.
0:02:09 > 0:02:11It's great because I think you have the opportunity
0:02:11 > 0:02:14to really change people's lives.
0:02:14 > 0:02:17The team include a director from Microsoft,
0:02:17 > 0:02:19engineers who trained at Dyson,
0:02:19 > 0:02:23award-winning designers who have built everything from ambulances
0:02:23 > 0:02:24to smart cities.
0:02:24 > 0:02:26This has to be really good.
0:02:26 > 0:02:28There's, like, so much that can go wrong!
0:02:31 > 0:02:35Our first assignment is led by senior design strategist Ruby Steele
0:02:35 > 0:02:37and engineer Jude Pullen.
0:02:39 > 0:02:43Jude is an expert in technology and children's play.
0:02:43 > 0:02:46Ruby specialises in finding solutions for people
0:02:46 > 0:02:47with chronic health issues.
0:02:47 > 0:02:49She'll make the first research visit.
0:02:55 > 0:02:57We're in Blackheath in south-east London,
0:02:57 > 0:02:59and we're on our way to meet Josh,
0:02:59 > 0:03:04who is eight years old and has Norrie disease,
0:03:04 > 0:03:07and was born completely, totally blind.
0:03:08 > 0:03:11Josh attends his local mainstream school
0:03:11 > 0:03:14as there aren't specialist blind centres nearby.
0:03:15 > 0:03:18He needs Ruby and Jude to help him find a way
0:03:18 > 0:03:20to join his friends in the playground.
0:03:21 > 0:03:23Thank you!
0:03:23 > 0:03:25Today, he's at home with his mum, Wendy.
0:03:27 > 0:03:29- Hello.- Hello, hi!
0:03:29 > 0:03:32- Wendy!- Hi, nice to meet you. I'm Ruby.- Pleased to meet you.
0:03:33 > 0:03:35- Hi, Josh.- Hi.
0:03:35 > 0:03:37- Hello.- Hi.
0:03:37 > 0:03:38Hello, Josh.
0:03:38 > 0:03:42So, you've got Simon in front of you, and Ruby.
0:03:42 > 0:03:44We'll make ourselves comfortable
0:03:44 > 0:03:48and maybe you could show us some of the things that you love.
0:03:48 > 0:03:55I like pop, hip-hop, rap, Pokemon Go, shopping and Jack 2.
0:03:55 > 0:03:58I like indie music.
0:03:58 > 0:04:00And kind of like rock kind of music.
0:04:00 > 0:04:02Yeah, Mum likes that.
0:04:03 > 0:04:06- Would you like a cup of tea? - Absolutely love one, thanks.
0:04:06 > 0:04:09- We can go outside first. - We can go outside.
0:04:10 > 0:04:12- Come on.- Coming.
0:04:16 > 0:04:20- It's a nice garden.- Do you like being outside, Josh?- Yeah.
0:04:20 > 0:04:24Norrie disease is a rare genetic eye disorder.
0:04:24 > 0:04:26It causes the retina to develop abnormally
0:04:26 > 0:04:29and can lead to blindness.
0:04:29 > 0:04:31What's this rope thing?
0:04:31 > 0:04:34- God knows.- God knows! - SHE LAUGHS
0:04:38 > 0:04:39And he's done!
0:04:40 > 0:04:42- Are you looking for a wall? - No, it's hard.
0:04:42 > 0:04:44It's hard. All right.
0:04:48 > 0:04:51You going to go and have a look at the trampoline?
0:04:51 > 0:04:53- I think so.- OK.
0:04:53 > 0:04:55- There we go.- No, it's soaking.
0:04:55 > 0:04:57- See if you can... - You've got to do...!
0:04:57 > 0:04:59See if you can ping Ruby off.
0:05:01 > 0:05:04- You want to stay out here and have a chat with Josh?- Yeah, I'd love to.
0:05:07 > 0:05:09You've got quite a lad there, haven't you?
0:05:09 > 0:05:11Yes, there is never a dull moment.
0:05:14 > 0:05:16Tell us about Norrie disease.
0:05:16 > 0:05:19When Josh was born, we were told it was probably one in 12 million...
0:05:21 > 0:05:24- One in 12 million? - Yeah, it's really rare.
0:05:24 > 0:05:27So, what's then, the issue about playtime?
0:05:27 > 0:05:29Noisy, busy.
0:05:29 > 0:05:33It's trying to identify where people are and what games are they playing.
0:05:33 > 0:05:35It's really hard to know what games you're playing!
0:05:35 > 0:05:38And to join in if you can't see where they are
0:05:38 > 0:05:39or what they're doing.
0:05:41 > 0:05:43How many friends do you have?
0:05:43 > 0:05:45- A gazillion.- A gazillion friends?
0:05:45 > 0:05:47What's your favourite class?
0:05:47 > 0:05:49My favourite class is playtime.
0:05:49 > 0:05:53My class always goes outside but the playground's too big.
0:05:53 > 0:05:56- It's too big? - And I can't find my friends.
0:05:57 > 0:05:59What are you hoping for?
0:05:59 > 0:06:01Well, I think, for Josh,
0:06:01 > 0:06:04if there was something that could help him
0:06:04 > 0:06:09be able to navigate his environment with more confidence,
0:06:09 > 0:06:11more ease, you know,
0:06:11 > 0:06:16it would mean that Josh could be included more in social settings,
0:06:16 > 0:06:17be able to join in more,
0:06:17 > 0:06:21something that would help him and his friends bond,
0:06:21 > 0:06:23games for him and his friends to play.
0:06:23 > 0:06:26He's physically not very confident.
0:06:26 > 0:06:30- Yeah.- And that's completely understandable,
0:06:30 > 0:06:32and hardly surprising, given...
0:06:33 > 0:06:38..this incredible situation and condition that he's got.
0:06:42 > 0:06:45To understand the challenges Josh faces,
0:06:45 > 0:06:47Ruby and I are paying a visit to his school.
0:06:47 > 0:06:49BELL RINGS
0:06:51 > 0:06:52Morning.
0:06:52 > 0:06:57In the classroom, Josh is helped by learning support assistant Shane.
0:06:57 > 0:06:59- All right?- So far, so good with the enter key!
0:07:04 > 0:07:07At break time, Josh needs Shane's help getting to the playground.
0:07:15 > 0:07:17Hello!
0:07:17 > 0:07:18Can I come and join you?
0:07:20 > 0:07:24When you hear the noise of all the children running around,
0:07:24 > 0:07:27does it feel appealing or threatening?
0:07:27 > 0:07:28Threatening.
0:07:29 > 0:07:31- Why?- So...
0:07:31 > 0:07:34Would you like to be playing and taking part with them
0:07:34 > 0:07:37or do you think it's, or do you think you could get hurt?
0:07:37 > 0:07:39I could get hurt.
0:07:39 > 0:07:41And have you tried?
0:07:41 > 0:07:44- Have you ever tried and got hurt? - Yeah, yes.
0:07:44 > 0:07:46What happened to you?
0:07:46 > 0:07:50I got a graze all the way up my leg,
0:07:50 > 0:07:54which was the first day in year three, so since,
0:07:54 > 0:07:57I've never played with my friends out here since.
0:07:57 > 0:08:02What if I say to you that getting hurt is part of play?
0:08:03 > 0:08:05- Is it?- Yeah, I get...
0:08:05 > 0:08:08I got hurt all the time when I was playing, when I was your age.
0:08:08 > 0:08:10Did you ever cry and play?
0:08:10 > 0:08:13Oh, yeah! Sometimes I nearly cry now.
0:08:14 > 0:08:16You don't ever stop wanting to cry.
0:08:16 > 0:08:20You just sometimes maybe, as you get older, you can handle it better.
0:08:20 > 0:08:23And there is a lot of activity and running around,
0:08:23 > 0:08:26and I know that you would love to be doing that with them.
0:08:26 > 0:08:27Yeah.
0:08:27 > 0:08:29I'm feeling kind of nervous now because this is
0:08:29 > 0:08:32a lot more complicated than I thought it was going to be.
0:08:32 > 0:08:37I was imagining one open space with children in it but it's at an angle.
0:08:37 > 0:08:40- The floor is an angle. It's uneven.- Yeah, yeah.
0:08:40 > 0:08:43And you're an adult and you were given space by the other kids.
0:08:43 > 0:08:45Josh isn't afforded that space
0:08:45 > 0:08:48because he's just one of them, so they'll just pile past him.
0:08:51 > 0:08:55To imagine him missing out on things that children should be doing,
0:08:55 > 0:08:57like being outside and running around,
0:08:57 > 0:09:00it's sad to think that Josh isn't able to do that.
0:09:06 > 0:09:07Back at the inventors hub,
0:09:07 > 0:09:10we discuss just how difficult Josh's fix could be.
0:09:12 > 0:09:15We are dealing with, with a lot, and you kind of, erm...
0:09:15 > 0:09:17- Of moving objects, yeah. - A lot of moving objects.
0:09:17 > 0:09:19A lot of kind of hazards.
0:09:19 > 0:09:22Are we trying to bring an experience
0:09:22 > 0:09:24where he can interact with everyone else?
0:09:24 > 0:09:26Or is it about them interacting with him?
0:09:26 > 0:09:28Or is it about creating a bridge between the two?
0:09:28 > 0:09:32Ultimately, this seems to me that it's really much about inclusion.
0:09:32 > 0:09:35- We are designing a play experience for all of them.- Yeah.
0:09:35 > 0:09:37That puts them all on an equal footing.
0:09:37 > 0:09:39- Socialising with his friends. - We're not trying to fix Josh.
0:09:39 > 0:09:41- We're trying to fix play. - Right.- Yeah.
0:09:42 > 0:09:45I like what you did there, but I'd take it this way...
0:09:45 > 0:09:48Ruby and Jude begin brainstorming different ideas.
0:09:48 > 0:09:50They think they've found a solution
0:09:50 > 0:09:52that could help Josh in the playground,
0:09:52 > 0:09:55and want to use a combination of Bluetooth
0:09:55 > 0:09:57and GPS tracking technology,
0:09:57 > 0:09:59similar to satellite navigation used in cars.
0:10:02 > 0:10:04Six weeks after her first visit,
0:10:04 > 0:10:07Ruby's heading back to his school with Jude
0:10:07 > 0:10:09and software engineer Akram Hussain.
0:10:11 > 0:10:14I'll do, like, that tree and then maybe by the blue house.
0:10:15 > 0:10:18I think this is going to be really interesting.
0:10:18 > 0:10:20We've got these little beacons which work with Bluetooth.
0:10:20 > 0:10:25And hopefully, Akram has designed us a basic app,
0:10:25 > 0:10:27so we can work out whether Josh could navigate
0:10:27 > 0:10:29around between the beacons.
0:10:30 > 0:10:34They're hoping satellite technology can help Josh receive instructions
0:10:34 > 0:10:38to tell him exactly where he is and what's around him.
0:10:38 > 0:10:40So, let's imagine we want to go to the blue hut.
0:10:40 > 0:10:44Turn left, 19 degrees and walk for 18 metres.
0:10:46 > 0:10:49Blue hut. You are now at the blue hut.
0:10:49 > 0:10:51- Ah, OK! So, it's here.- Yeah.
0:10:51 > 0:10:54That's how far? Oh, OK. That's not bad.
0:10:54 > 0:10:55So let's try it from that side.
0:10:55 > 0:10:57Yeah, let's come up from the other way.
0:11:00 > 0:11:03- 36 metres.- There we go. Pick it up. - You are now at the blue hut.
0:11:03 > 0:11:06Ah, OK, that's quite far away.
0:11:06 > 0:11:09But the signal is nowhere near as accurate as they'd hoped.
0:11:10 > 0:11:13We'll just remind ourselves that GPS is using a satellite.
0:11:13 > 0:11:15- Yeah.- In outer space. - And we're covered here.
0:11:15 > 0:11:17Which... Is it the trees?
0:11:17 > 0:11:20- It is possible that there are... - Because there's a lot of trees here.
0:11:20 > 0:11:22- Occluding the... - I know that doesn't help.
0:11:22 > 0:11:25- I know tall buildings, trees. - Metal.- Metal.
0:11:25 > 0:11:27One of the problems is going to be, if we don't get that down,
0:11:27 > 0:11:29- he's going to get wildly off course. - Yeah.
0:11:29 > 0:11:31He's not even going to be at the next beacon
0:11:31 > 0:11:33before he starts to go to the next beacon.
0:11:33 > 0:11:36We have to be really careful because a lot of this
0:11:36 > 0:11:39is about building Josh's confidence and encouraging him to do it.
0:11:39 > 0:11:41You know, he already doesn't know where he is
0:11:41 > 0:11:44and by giving him false information,
0:11:44 > 0:11:48we're making him more lost, so we're making a lost person more lost.
0:11:50 > 0:11:53For Ruby and Jude, it's back to the drawing board.
0:11:59 > 0:12:02Leading the next fix is Haiyan Zhang,
0:12:02 > 0:12:04a technologist and designer
0:12:04 > 0:12:07who's worked for high-profile companies all over the world.
0:12:07 > 0:12:10She's currently innovation director at Microsoft.
0:12:14 > 0:12:16Haiyan and I are heading to Birmingham to see if she can help
0:12:16 > 0:12:19a ten-year-old girl who has brain damage
0:12:19 > 0:12:21and is struggling with severe memory loss.
0:12:23 > 0:12:26And I don't quite remember that one.
0:12:26 > 0:12:29- I don't...- You don't remember? - I don't remember that.
0:12:29 > 0:12:31- Do you remember where we went to eat?- No.
0:12:33 > 0:12:37We're going to see Aman, and she had a horrific car accident,
0:12:37 > 0:12:41which means she has tremors down one side of her body but also,
0:12:41 > 0:12:43she suffers from memory loss.
0:12:43 > 0:12:46I can't imagine what it must be like to be so young,
0:12:46 > 0:12:48and you just can't remember where you are, how you got there.
0:12:48 > 0:12:51The world must be such a scary place.
0:12:53 > 0:12:58We're arriving early to catch Aman at home with mum Rupinder
0:12:58 > 0:13:00before she heads to school.
0:13:00 > 0:13:01DOORBELL RINGS
0:13:04 > 0:13:05- Morning, morning.- Hi!
0:13:05 > 0:13:07Hello. Lovely to see you.
0:13:07 > 0:13:09Nice dressing gown. In for breakfast.
0:13:09 > 0:13:10Would you like a tea, coffee?
0:13:10 > 0:13:13- Oh, I'd love a tea.- A tea?
0:13:13 > 0:13:16- All right, you go and get ready. - Yeah.- We're out of the way.- OK.
0:13:16 > 0:13:19You've got a beautiful, lovely daughter.
0:13:20 > 0:13:22Can we talk about the accident?
0:13:22 > 0:13:27We were involved in a car accident, two and half years ago, in India.
0:13:27 > 0:13:29We went for a family wedding.
0:13:29 > 0:13:32- Erm...- What do you remember?
0:13:33 > 0:13:37Well, the actual accident happening, nothing, none of us remember that.
0:13:37 > 0:13:40We just literally remember waking up in hospital.
0:13:41 > 0:13:46And then when we were told about Aman, they kind of just said,
0:13:46 > 0:13:47"She's not going to make it,"
0:13:47 > 0:13:50so she got flown over by air ambulance
0:13:50 > 0:13:53and went straight to Birmingham Children's.
0:13:53 > 0:13:54Everything was, was baby steps.
0:13:54 > 0:13:59She literally had to learn how to eat again, how to talk, how to walk.
0:13:59 > 0:14:03- My goodness.- Erm, it was almost like having a newborn baby,
0:14:03 > 0:14:06because it was the left side of the brain that was damaged.
0:14:09 > 0:14:11People with an acquired brain injury
0:14:11 > 0:14:14often have problems with short-term memory.
0:14:14 > 0:14:17For children, this is particularly challenging.
0:14:17 > 0:14:20It can make it difficult for them to make new friends,
0:14:20 > 0:14:23maintain relationships and has the potential
0:14:23 > 0:14:25to lead to anxiety or depression.
0:14:26 > 0:14:28How worried about her are you?
0:14:29 > 0:14:32I, I think for her long-term future, yes, I'm worried.
0:14:32 > 0:14:35I mean, at the minute, I pretty much do everything for her.
0:14:35 > 0:14:38But things like going to secondary school, getting a job,
0:14:38 > 0:14:42you need a degree of memory, even for the most simplest jobs.
0:14:42 > 0:14:45- Yeah.- She's quite worried about that herself.
0:14:45 > 0:14:47- We are running late, aren't we? - Yeah.
0:14:47 > 0:14:50And just to understand in terms of your memory,
0:14:50 > 0:14:52do you remember us arriving?
0:14:54 > 0:14:55Erm...
0:14:59 > 0:15:03- Do you remember what...? - I, I remember, like, waking up.
0:15:03 > 0:15:06But then I, like, don't remember what I did after that.
0:15:07 > 0:15:09- OK.- And...
0:15:09 > 0:15:12And does it just feel like a bit of a blank in your mind?
0:15:12 > 0:15:16It just, like, yeah, but it makes me feel, like,
0:15:16 > 0:15:21dizzy when I don't know what...happens, and it's just, like,
0:15:21 > 0:15:24I feel, like, really dizzy sometimes.
0:15:24 > 0:15:26It's making me a bit upset.
0:15:29 > 0:15:33Haiyan and I are heading to Aman's school to see how her memory
0:15:33 > 0:15:35is affecting her education.
0:15:35 > 0:15:38It's memories, but it's... Sort of more than that, isn't it?
0:15:38 > 0:15:41- Yeah, yeah, exactly. - It's the very essence of...
0:15:41 > 0:15:46Of us, is to have that structure, that, those marker points
0:15:46 > 0:15:50through your family life, through your time with your friends,
0:15:50 > 0:15:52through your time at school.
0:15:56 > 0:15:59Hello. Morning! Hello!
0:16:00 > 0:16:03Before the accident, Aman was doing well at school.
0:16:03 > 0:16:05Now, she can struggle in class
0:16:05 > 0:16:08and needs the help of a full-time teaching assistant.
0:16:08 > 0:16:11I want you to look through that last pass that you've done
0:16:11 > 0:16:13and I want you to find five words in the dictionary.
0:16:13 > 0:16:16I want you to find the definition of them and then,
0:16:16 > 0:16:19I want you to write them out in a sentence.
0:16:19 > 0:16:21OK?
0:16:21 > 0:16:24So, Miss Powell gave us three instructions,
0:16:24 > 0:16:26so you've done the first two.
0:16:26 > 0:16:28What was the third instruction? Can you remember?
0:16:30 > 0:16:35- Erm, no.- It was to write a sentence with the word "nymph" in it.
0:16:35 > 0:16:37She's really struggling with her memory
0:16:37 > 0:16:39- and what the instructions are.- Yes.
0:16:40 > 0:16:44What problems does Aman face in class?
0:16:44 > 0:16:47If we're studying, perhaps a piece of writing,
0:16:47 > 0:16:49she will have to recap it quite a few times
0:16:49 > 0:16:52in order to get back on track,
0:16:52 > 0:16:54so if she's perhaps writing a recount of something,
0:16:54 > 0:16:56going on trips and things like that,
0:16:56 > 0:16:58- she won't actually remember the trip fully.- Right.
0:16:58 > 0:17:01Do you see frustration coming out of her as a result?
0:17:01 > 0:17:04I think, yes, quite a lot, because she's,
0:17:04 > 0:17:07she's very, very bright and she wants to get a lot of work done.
0:17:07 > 0:17:09She wants to work really hard
0:17:09 > 0:17:12and I think she doesn't necessarily like to rely on somebody
0:17:12 > 0:17:14to remind her all the time.
0:17:16 > 0:17:19- I think the hall's empty, Aman. - What, what was said there?
0:17:19 > 0:17:22- Is she, she wants to...? - She just goes for a little break,
0:17:22 > 0:17:24so sometimes, either she gets quite uncomfortable
0:17:24 > 0:17:27sat still or sometimes, kind of like, the information overload.
0:17:28 > 0:17:30Can we talk?
0:17:30 > 0:17:32Why did you go out of the class?
0:17:32 > 0:17:39Er, because I felt a bit dizzy, so I felt like I needed a walk to, like,
0:17:39 > 0:17:44take myself away and go a little quiet break.
0:17:50 > 0:17:53So, with Aman, it is, it is heartbreaking.
0:17:54 > 0:17:57I think we need two fixes.
0:17:57 > 0:18:02One, to help her in the classroom,
0:18:02 > 0:18:05so that she's not falling behind the rest of the class.
0:18:05 > 0:18:07And one to help her with her family memories,
0:18:07 > 0:18:11so that she can just remember her childhood.
0:18:11 > 0:18:13But you know, brain injury is really complex,
0:18:13 > 0:18:15and I think it's going to be a tough one.
0:18:21 > 0:18:25Ruby and Jude are still working on a way to help eight-year-old Josh
0:18:25 > 0:18:26gain the confidence he needs
0:18:26 > 0:18:29to join his friends in the school playground.
0:18:30 > 0:18:34While Ruby's crossing the street one morning, inspiration strikes.
0:18:34 > 0:18:37So, I've been thinking a lot about this guidance paving.
0:18:37 > 0:18:42Wouldn't it be cool if it did more than just indicate underfoot?
0:18:42 > 0:18:46What if it had a sound attached to it with more information?
0:18:46 > 0:18:48This is called tactile paving.
0:18:48 > 0:18:51It helps the visually impaired move around independently
0:18:51 > 0:18:53in public spaces, like at road crossings
0:18:53 > 0:18:55and the edge of train platforms.
0:18:57 > 0:19:01Ruby begins to plan a design of tactile paving that makes sounds.
0:19:02 > 0:19:06She's enlisted the help of technology expert Ross Atkins.
0:19:07 > 0:19:12So this, erm, touch board turns touch into sound.
0:19:12 > 0:19:16So, if I connect it up with a wire to something conductive,
0:19:16 > 0:19:18when I touch it, it makes a sound.
0:19:22 > 0:19:27This is similar technology to the touch-screen on mobile phones.
0:19:27 > 0:19:31But instead of using fingers, they're going to use feet.
0:19:31 > 0:19:35This board can detect when part of your body is, er,
0:19:35 > 0:19:39touching or very close to something that's connected to it.
0:19:39 > 0:19:42And so, when you put your foot near the tinfoil,
0:19:42 > 0:19:46the board knows that you've done that and it plays a sound.
0:19:49 > 0:19:52Ruby and Ross enlist the help of the Winchester GoalBall Club
0:19:52 > 0:19:54to test their prototype.
0:19:54 > 0:19:56So, goalball started just after the Second World War,
0:19:56 > 0:20:00as a rehab sport for, erm, soldiers who lost their sight during the war,
0:20:00 > 0:20:03so it was their support, to help them get back to,
0:20:03 > 0:20:04to fitness, I guess.
0:20:05 > 0:20:07So, everyone is visually impaired or blind.
0:20:07 > 0:20:10The blindfold makes everyone even. Yes, much better!
0:20:10 > 0:20:11It's a brilliant game.
0:20:12 > 0:20:15Goalball players compete in teams of three
0:20:15 > 0:20:19to throw a ball with a bell in it into the opponent's goal.
0:20:19 > 0:20:23It's now a Paralympic sport, with clubs all over the UK,
0:20:23 > 0:20:25bringing together and supporting
0:20:25 > 0:20:27hundreds of blind and visually impaired players.
0:20:32 > 0:20:35Winchester Goalball is just one of many brilliant projects supported by
0:20:35 > 0:20:38Children In Need, and you can help give children across the country
0:20:38 > 0:20:41similar opportunities by sending a text now.
0:21:15 > 0:21:18Right, thank you so much for agreeing to test this stuff out.
0:21:18 > 0:21:21Visually impaired members of the goalball club
0:21:21 > 0:21:24will help Ruby and Ross discover if they're on the right road
0:21:24 > 0:21:26to finding a fix for Josh.
0:21:26 > 0:21:29What we've got here are kind of really, really quick, early ideas.
0:21:29 > 0:21:32- And who wants to go first?- I will, I'll go first.- Paddy.
0:21:32 > 0:21:34I would like you... Actually, yeah, I forgot an important thing.
0:21:34 > 0:21:37Shoes off, if you guys don't mind. Shades on, shoes off.
0:21:38 > 0:21:40So, if you take a couple of steps forward...
0:21:41 > 0:21:43Can you feel you're standing on something different?
0:21:43 > 0:21:46If you want to push your foot along one of the lines.
0:21:46 > 0:21:49Now we're going to get onto the exciting bit.
0:21:49 > 0:21:52- NOTE PLAYS - Oh, my God!
0:21:52 > 0:21:54- Step forward. - NOTE PLAYS
0:21:54 > 0:21:56- Go for it. Paddy. - NOTES PLAY
0:21:56 > 0:21:59- So...- You have to work as a team.
0:21:59 > 0:22:01MELODY PLAYS
0:22:02 > 0:22:05Ruby and Ross also want to test another idea.
0:22:05 > 0:22:08They've programmed the tiles to give directions
0:22:08 > 0:22:10when someone stands on them.
0:22:10 > 0:22:11Towards Pudsey Bear.
0:22:14 > 0:22:18- Yeah!- Found him. Nice job.- Very good.
0:22:18 > 0:22:21Wicked. And do you want to go back and choose a different one?
0:22:21 > 0:22:23Towards the door.
0:22:23 > 0:22:25And then, do you want to go back again?
0:22:25 > 0:22:27Towards the door.
0:22:28 > 0:22:31- See, that's interesting because that is not towards the door!- No.
0:22:31 > 0:22:34Well, the only problem is, is when you come back the opposite way,
0:22:34 > 0:22:36it's going to kind of trigger.
0:22:36 > 0:22:39He would think he's over there, but actually, he's here.
0:22:39 > 0:22:41It would kind of mess him up.
0:22:41 > 0:22:44If he's standing on this one and someone else stands on that one...
0:22:46 > 0:22:47..which way is he going?
0:22:47 > 0:22:49It's true that he'll still be able to hear when
0:22:49 > 0:22:51- someone else stands on the other one.- Yeah, but I mean...
0:22:51 > 0:22:54If someone else stands on it before he does, he's like,
0:22:54 > 0:22:56"Oh, I'm going towards the crash... Oh, no, maybe I'm not."
0:22:56 > 0:22:59I don't know how reliable it's going to be. Is it...?
0:22:59 > 0:23:01Yeah, I think that's something I'm worried about as well.
0:23:01 > 0:23:04The last thing we want to do is make him more disorientated.
0:23:06 > 0:23:08The elephant in the room that hasn't come up
0:23:08 > 0:23:10because I haven't even, like, admitted it, is at the moment,
0:23:10 > 0:23:13this doesn't work if you're wearing shoes and that's, like, a major
0:23:13 > 0:23:16fail for the playground so, like, we have to work out a way
0:23:16 > 0:23:18of making it work when you're wearing shoes.
0:23:18 > 0:23:20It's... It feels very vulnerable.
0:23:20 > 0:23:22It feels like there's a big challenge
0:23:22 > 0:23:24to get it to work in the playground.
0:23:26 > 0:23:30Now the team must try to get their playground paving system
0:23:30 > 0:23:34to work with shoes, and stop it sending Josh in the wrong direction.
0:23:36 > 0:23:38Meanwhile, Ross travels to Hertfordshire
0:23:38 > 0:23:41to begin the third and final assignment.
0:23:42 > 0:23:45- Hello, you must be Nicole. - Yeah, nice to meet you.
0:23:45 > 0:23:47Hi, Ayala!
0:23:47 > 0:23:51He's here to see single mum Nicole and her eight-year-old twins.
0:23:51 > 0:23:53Do we have a measuring cup?
0:23:53 > 0:23:55- Oh, yes, here!- OK.
0:23:55 > 0:23:59Ayala and Kyra were born 15 weeks premature.
0:23:59 > 0:24:02They both had bleeds to the brain and holes in their hearts.
0:24:02 > 0:24:05- And we need to be sensible.- Yeah.
0:24:05 > 0:24:09Kyra recovered, apart from a problem with her vocal cords.
0:24:09 > 0:24:12Today, we are going to make a burger and today,
0:24:12 > 0:24:14we've already been starting to make it.
0:24:16 > 0:24:18But her sister has severe cerebral palsy.
0:24:20 > 0:24:24OK, well, shall we take her outside and then she's got space to walk?
0:24:25 > 0:24:29Cerebral palsy affects movement and coordination
0:24:29 > 0:24:33and can occur if a baby's brain doesn't develop normally
0:24:33 > 0:24:36in the womb or is damaged soon after birth.
0:24:36 > 0:24:38Ooh!
0:24:38 > 0:24:42In the UK, it affects around one in 400 children.
0:24:42 > 0:24:44- Kyra?- Yeah.
0:24:44 > 0:24:46Can I... Can I go around you?
0:24:46 > 0:24:49Ayala's a brainy, wonderful kid.
0:24:49 > 0:24:52But her condition's left her with little control of her body.
0:24:56 > 0:24:57If you don't mind, can you...
0:24:57 > 0:24:59From the beginning, tell me what happened?
0:24:59 > 0:25:02I went into hospital at 24 weeks and I had them at 25.
0:25:02 > 0:25:04How much did they weigh when they were born?
0:25:04 > 0:25:09Erm, Kyra was 850g, so 1lb 14.
0:25:09 > 0:25:12And Ayala was 800g, so 1lb 12.
0:25:12 > 0:25:15So, so when did you first find out that Ayala had cerebral palsy?
0:25:15 > 0:25:17Er, when she was nine months old,
0:25:17 > 0:25:20I went for what I thought was just a check-up appointment
0:25:20 > 0:25:22at the paediatrician's and, erm,
0:25:22 > 0:25:26she told me then that Ayala had cerebral palsy
0:25:26 > 0:25:27and that she'd never walk.
0:25:27 > 0:25:31I was 21 and I was like, "I don't know what to do with two kids,
0:25:31 > 0:25:34"let alone one that's going to have a disability."
0:25:34 > 0:25:36I was just scared. I was petrified!
0:25:37 > 0:25:40Ayala has to rely on her mother and her sister
0:25:40 > 0:25:42to help with simple, everyday tasks,
0:25:42 > 0:25:45as she is unable to use her arms independently
0:25:45 > 0:25:48and has little control over her hands.
0:25:48 > 0:25:51Not being able to walk and not being able to use your hands,
0:25:51 > 0:25:54but being so clever, because Ayala is so clever...
0:25:56 > 0:26:00I just... I'm just, like, is there a worse combination?
0:26:00 > 0:26:02Because she knows exactly what she wants to do
0:26:02 > 0:26:04but she just cannot physically do it, so it's, like,
0:26:04 > 0:26:07she's literally trapped in her own body
0:26:07 > 0:26:09and there's nothing she can do about it.
0:26:09 > 0:26:11When she's playing with her sister,
0:26:11 > 0:26:14you don't want it to feel like her sister's playing
0:26:14 > 0:26:15and she's a spectator.
0:26:15 > 0:26:19No, because I mean, like, they are twins and they are,
0:26:19 > 0:26:22they do like the same stuff and they are the same age.
0:26:22 > 0:26:25And, you know, like, so when they are playing,
0:26:25 > 0:26:28and watching Kyra doing one thing but Ayala will want her
0:26:28 > 0:26:31to do it another way, and then they end up arguing and, erm...
0:26:31 > 0:26:34- It's a really tough position for both of them to be in, right?- Yeah.
0:26:35 > 0:26:39- Hi, girls.- To figure out how to help the twins play together,
0:26:39 > 0:26:43Ross wants to know what their dream toy looks like.
0:26:43 > 0:26:45All right, we're going to play a game.
0:26:45 > 0:26:49We're going... I'm going to draw you the best toy ever and you've got to
0:26:49 > 0:26:51tell me what it looks like.
0:26:51 > 0:26:53- I want...- You want to draw?
0:26:53 > 0:26:55- With my mouth.- She can draw it with her mouth if she wants.
0:26:55 > 0:26:57Hey, Ayala's drawed on mine.
0:26:57 > 0:26:59It doesn't matter. You'll get a new page.
0:26:59 > 0:27:02- What is it?- A fire engine.
0:27:02 > 0:27:04- A fire engine?- Yeah.
0:27:04 > 0:27:07Oh, right. Makes a lot of sense.
0:27:07 > 0:27:10Talking to Nicole about, um,
0:27:10 > 0:27:12about the birth of the twins
0:27:12 > 0:27:16and everything that she went through, just,
0:27:16 > 0:27:18um, you know, blew my mind, I guess.
0:27:18 > 0:27:22I just can't imagine at 21, and coming through it, um,
0:27:22 > 0:27:24with that attitude that she has.
0:27:24 > 0:27:27I think it's absolutely amazing.
0:27:27 > 0:27:32I think our challenge is to create a way for them to play that doesn't
0:27:32 > 0:27:36increase the gap between them but reduces the gap between them.
0:27:36 > 0:27:39I really hope that we're able to create some things that, um,
0:27:39 > 0:27:42do allow her to do the things she wants to do more easily.
0:27:47 > 0:27:51Back in London, the team are battling to design a way for Josh
0:27:51 > 0:27:53to take part in play time with his friends.
0:27:55 > 0:27:58I don't really want to do it when there's so many kids, though.
0:27:58 > 0:28:00OK.
0:28:01 > 0:28:08The team believe tactile paving that plays sound is the solution but so far, it only works without shoes.
0:28:09 > 0:28:13They think they've come up with a plan - pressure pads.
0:28:13 > 0:28:15When you step on it,
0:28:15 > 0:28:18it squishes the black stuff and allows the electricity to flow
0:28:18 > 0:28:20and connect the circuit.
0:28:20 > 0:28:24They hope that when Josh stands on the paving,
0:28:24 > 0:28:27it will trigger sounds to help him navigate the playground.
0:28:27 > 0:28:28NOISE
0:28:30 > 0:28:32To avoid confusing him,
0:28:32 > 0:28:37they've ditched the idea of verbal directions in favour of simple sounds.
0:28:37 > 0:28:40WHISTLING TYPE NOISE
0:28:42 > 0:28:46Jude has transformed his home into an electronics factory.
0:28:46 > 0:28:49He begins building 30 pressure pads
0:28:49 > 0:28:52and designing a surround sound system.
0:28:52 > 0:28:56I'm going to chop out a chunk in the wood so that I can reach through
0:28:56 > 0:28:58and adjust all the controls.
0:29:00 > 0:29:05This is the last pressure-sensitive pad coming off the production line.
0:29:09 > 0:29:14While Jude's making progress, Haiyan has a long way to go.
0:29:14 > 0:29:18She's trying to come up with an invention to help ten-year-old Aman,
0:29:18 > 0:29:19who has memory loss.
0:29:20 > 0:29:27How can we provide some kind of technology to help Aman get through class,
0:29:27 > 0:29:32be a little more independent and also be able to review that material later?
0:29:32 > 0:29:38A simple recording device triggers an idea for something far more ambitious.
0:29:38 > 0:29:42Hello. This is Haiyan recording a message.
0:29:42 > 0:29:44Hello, this is Haiyan...
0:29:44 > 0:29:47So, with the classroom fix for Aman,
0:29:47 > 0:29:52what I'm trying to do is just capture the lesson but capture it in a really simple way
0:29:52 > 0:29:54so that Aman can bookmark it,
0:29:54 > 0:29:57can automatically record notes,
0:29:57 > 0:30:03I need to take what Miss Powell was saying and train a artificial
0:30:03 > 0:30:08intelligence algorithm to turn it into text.
0:30:08 > 0:30:11That's not very easy to do.
0:30:11 > 0:30:14"The rainbow is a division of white light into many beautiful colours."
0:30:14 > 0:30:19For some reason, the computer's just spewing up random text, but, you know,
0:30:19 > 0:30:23in a normal class, if we get three words wrong in a sentence,
0:30:23 > 0:30:25Aman's just going to be completely lost.
0:30:28 > 0:30:33Haiyan spends weeks painstakingly building software. It needs to
0:30:33 > 0:30:35recognise every word in the English language
0:30:35 > 0:30:39and decipher the nuances in Aman's teacher's voice.
0:30:42 > 0:30:47Two months after her first visit, Haiyan is back at Aman's school,
0:30:47 > 0:30:48to show her the prototype.
0:30:48 > 0:30:53The idea is that it's a tablet that sits next to you,
0:30:53 > 0:30:56so as the teacher is giving the lesson,
0:30:56 > 0:30:59you'll see the text of what they're saying appear on screen.
0:30:59 > 0:31:04- OK.- And when you need to, you can rewind...
0:31:04 > 0:31:10If Miss Powell says something, I can just play it back on this?
0:31:10 > 0:31:13- Yes.- Yeah. And then the other thing you can do is we have a bookmarking
0:31:13 > 0:31:17button, so if you try it, there, so there you go.
0:31:17 > 0:31:22'And then the other thing you can do is in class, if Miss Powell says something...'
0:31:28 > 0:31:31But the real test comes at lesson time.
0:31:31 > 0:31:32Showtime.
0:31:33 > 0:31:36- Oh, this is so nerve-racking! - What's the plan?
0:31:36 > 0:31:39So this is the first time that it's ever been tried out,
0:31:39 > 0:31:41so we'll see how it goes.
0:31:42 > 0:31:44Hello.
0:31:44 > 0:31:47- Hello.- In a moment, with your tables,
0:31:47 > 0:31:53you are going to come up with at least five things
0:31:53 > 0:31:57that are a source of light, so where light originates.
0:31:57 > 0:32:00You are going to have about two minutes.
0:32:00 > 0:32:01Off you go.
0:32:05 > 0:32:09I don't understand how it will handle the challenge of
0:32:09 > 0:32:1430 children's voices and the cacophony of it all...
0:32:14 > 0:32:16So you know what helps?
0:32:16 > 0:32:20Miss Powell's wearing a microphone and it's just recording
0:32:20 > 0:32:23- her talking.- Yeah.
0:32:23 > 0:32:28OK, so, Aman, can you provide me with a quick reminder of what your task was?
0:32:28 > 0:32:32You said that... Um...
0:32:32 > 0:32:38Come up with a collection of things that are sources of light.
0:32:38 > 0:32:40How many did you have to come up with?
0:32:40 > 0:32:41- Five.- Five, brilliant.
0:32:41 > 0:32:43- At least five.- At least five.
0:32:43 > 0:32:45So you had to come up with, with your table,
0:32:45 > 0:32:47at least five sources of light.
0:32:47 > 0:32:48It's working!
0:32:48 > 0:32:51We have learned that lightning is a light source.
0:32:51 > 0:32:52Lightning is a light source.
0:32:54 > 0:32:58As the lesson continues, there are clearly problems with Haiyan's prototype.
0:32:58 > 0:33:00I can never...
0:33:01 > 0:33:04I think they're complaining about the bookmarking system.
0:33:04 > 0:33:05Is it causing problems?
0:33:07 > 0:33:11I mean, I can already see some challenges with the way that, you know,
0:33:11 > 0:33:14we've done the interface, the text is scrolling.
0:33:14 > 0:33:16Go on, enjoy break.
0:33:16 > 0:33:21But Aman, the key question, really, did you find it useful?
0:33:21 > 0:33:27I did, However, it says, like, strange things, like, "white listen carefully."
0:33:27 > 0:33:30Yeah, I-I saw..."tie, sun seed."
0:33:30 > 0:33:33- Yeah.- I can't imagine what it thought that was.
0:33:33 > 0:33:38Like... I know it's only a prototype but, like, in the actual, like,
0:33:38 > 0:33:41I would like it more clear.
0:33:41 > 0:33:45Obviously, in the prototype, there's a lot of things in the way, you know,
0:33:45 > 0:33:48it wasn't working quite right. The transcription's not quite right.
0:33:48 > 0:33:51There are too many buttons on the screen.
0:33:51 > 0:33:52But can we make it more visual?
0:33:52 > 0:33:56Can we take images of what's happening in the class and help remind her of
0:33:56 > 0:33:58what's been going on, rather than the text?
0:33:58 > 0:34:00So you've got more work to do?
0:34:00 > 0:34:02I've got a lot more work to do, yeah.
0:34:04 > 0:34:07While Aman's at school, we're going to see her family.
0:34:07 > 0:34:12Aman's inability to remember events from her past could be having
0:34:12 > 0:34:18a negative impact on her emotional development, but Haiyan has come up with an idea which may help.
0:34:19 > 0:34:26- There is research out there that talks about using visual imagery to jog people's memories.- Hm.
0:34:28 > 0:34:30- Hello.- Hi!
0:34:30 > 0:34:32- Hello.- Hi! I'm Haiyan.
0:34:32 > 0:34:36I think as a family, you guys are really focused on photos.
0:34:36 > 0:34:38I see a lot of photos around the house.
0:34:38 > 0:34:43What we could do is have her family record stories for her.
0:34:43 > 0:34:49Haiyan's idea is a personalised interactive photo album,
0:34:49 > 0:34:53combining photos with audio recordings, to trigger Aman's memory.
0:34:55 > 0:34:56You press the pink button.
0:34:57 > 0:35:02This was Hyde Park in London when we went in the Easter holidays.
0:35:02 > 0:35:06'This was Hyde Park in London when we went in the Easter holidays.'
0:35:06 > 0:35:10Aman will have hours of fun with this.
0:35:10 > 0:35:13- Yeah.- Over and over again.
0:35:13 > 0:35:16So if she, like, felt a particular emotion,
0:35:16 > 0:35:18it would help her try and relive that that, like, obviously,
0:35:18 > 0:35:22she's really happy in this photo, where it was, like, anything,
0:35:22 > 0:35:26the weather, everything to just bring her back to that place, really.
0:35:26 > 0:35:28If she doesn't know anything about this,
0:35:28 > 0:35:32we can have a big surprise and reveal it to her. Ooh!
0:35:34 > 0:35:36Cooking is under way.
0:35:36 > 0:35:39So if we record, "This is when your tooth came out,
0:35:39 > 0:35:41"and someone was baby-sitting."
0:35:41 > 0:35:44When we were getting changed, that's all you kept saying to me
0:35:44 > 0:35:47and you just kept showing your socks off to me as well.
0:35:49 > 0:35:54With the plan still a secret, Aman comes back from school.
0:35:54 > 0:36:00Haiyan must now take all of the family's messages and finish building her invention.
0:36:05 > 0:36:11In Hertfordshire, Ross and I are heading to Ayala's school to observe how she plays with her friends.
0:36:12 > 0:36:16Everybody's going to be part of this story so we want everybody in a circle.
0:36:16 > 0:36:21Today, they're receiving a visit from the Discover Children's Story Centre,
0:36:21 > 0:36:25a charity which works to inspire children's curiosity and imagination.
0:36:25 > 0:36:28# One two, pass it on
0:36:28 > 0:36:30# One two, pass it on
0:36:30 > 0:36:32# One two, pass it on
0:36:32 > 0:36:35# Who has got the sandwich? #
0:36:35 > 0:36:41And now, because you've got the sandwich, can you hold it up and say, "I have got the sandwich!"
0:36:41 > 0:36:43I have got the sandwich.
0:36:43 > 0:36:45Well done. Fantastic. Well done!
0:36:45 > 0:36:47Excellent.
0:36:47 > 0:36:53Last year, Discover helped over 100,000 adults and children across the UK.
0:36:54 > 0:36:57Discover is one of many brilliant charities up and down the country
0:36:57 > 0:37:04supported by Children In Need, and you can help ensure that support continues simply by texting now.
0:37:40 > 0:37:42Shall we go back down the hall, then we can have lunch?
0:37:42 > 0:37:47At school, Ayala's able to navigate the corridors on her own,
0:37:47 > 0:37:50driving her wheelchair with buttons on her head rest.
0:37:52 > 0:37:55So, this thing spins round.
0:37:56 > 0:38:00When it's pointing the direction you want to go, you press the switch?
0:38:00 > 0:38:01Yeah.
0:38:04 > 0:38:06- 360?- OK.
0:38:06 > 0:38:09- Can I have your hand? - Yeah, of course, Ayala.
0:38:09 > 0:38:11- OK.- That would be great.
0:38:11 > 0:38:14- Let go.- I'm so impressed by your control of this switch.
0:38:14 > 0:38:16Do you know who Lewis Hamilton is?
0:38:16 > 0:38:19- No.- Well, you're better than him.
0:38:19 > 0:38:23That single switch is a really good way for her to control things, and she can control things that move
0:38:23 > 0:38:26very quickly with that switch, and that seems
0:38:26 > 0:38:31like a really good model to use for other things that we might make that she's controlling,
0:38:31 > 0:38:35and I think, really, that's probably where I think we're going to start with this fix.
0:38:37 > 0:38:41So we're about to get on a flight to China.
0:38:42 > 0:38:44On a business trip to China,
0:38:44 > 0:38:49Ross and Akram come across an army of robots which gives them an idea.
0:38:49 > 0:38:54We've got ones that have arms and legs and look like people.
0:38:54 > 0:38:56We've got ones that have wheels.
0:38:56 > 0:39:00There are ones that walk and ones that roll.
0:39:00 > 0:39:05They think it might be possible to operate these robots with the same switches that Ayala uses
0:39:05 > 0:39:07to operate her wheelchair.
0:39:09 > 0:39:13Back in London, Ross reports back to the team.
0:39:13 > 0:39:17The reason I got these robot toys is because Ayala's really good at driving her wheelchair
0:39:17 > 0:39:20and so I thought, if she can drive her wheelchair,
0:39:20 > 0:39:22then she can drive some other stuff.
0:39:22 > 0:39:24Oh!
0:39:24 > 0:39:26Seriously!
0:39:27 > 0:39:29Oh, my goodness.
0:39:29 > 0:39:31- It's too much.- This is quite a simple one,
0:39:31 > 0:39:37but I've done a quick little app that mimics the way that Ayala's wheelchair control works.
0:39:37 > 0:39:40So she's not actually hitting different buttons to go in different directions?
0:39:40 > 0:39:44No, she's got one button connected to her, that's by her head, that she touches with her head.
0:39:44 > 0:39:47- Right, right.- These are like classic playground games of catch me if you can.
0:39:47 > 0:39:49- Yeah.- Hide and seek.- Yeah.
0:39:49 > 0:39:52So if you had Ayala, Kyra,
0:39:52 > 0:39:54and then they're both
0:39:54 > 0:39:57doing things together, chasing each other or psyching each other out,
0:39:57 > 0:40:00- yeah.- It's always really amazing to work with this team.
0:40:00 > 0:40:03When they said, "Why don't we do this?" I was like, "Yeah, you're right.
0:40:03 > 0:40:06"Why don't we do that?" And that's always really, really helpful and so,
0:40:06 > 0:40:08in a way, it's made the fix more difficult,
0:40:08 > 0:40:12cos it's raised my level of ambition of what the fix could be.
0:40:13 > 0:40:17Ross and Akram start work on a pair of robots.
0:40:17 > 0:40:20A fire engine for Ayala and an aeroplane for Kyra,
0:40:20 > 0:40:22both built with 3-D printers.
0:40:22 > 0:40:26It's going to need 18 metres of filament,
0:40:26 > 0:40:28because I'm going to have to run this overnight.
0:40:31 > 0:40:33It's a bad sign here.
0:40:33 > 0:40:36The filament on the floor is still there.
0:40:36 > 0:40:38So it looks like it broke.
0:40:39 > 0:40:43Bit of a disappointment. I'm going to start again.
0:40:47 > 0:40:49Hey, hey, hey.
0:40:49 > 0:40:51I've got a fire engine.
0:40:51 > 0:40:53Does it fit on the robot?
0:40:53 > 0:40:56Quite nice, I think.
0:40:56 > 0:40:59Use a button to control the robot.
0:41:00 > 0:41:05If I press the button on forward, the robot goes forward.
0:41:05 > 0:41:07If I press it when it's going backwards,
0:41:07 > 0:41:09the robot drives backwards.
0:41:09 > 0:41:11So look at this, Akram.
0:41:11 > 0:41:14Next, they attempt to build another toy,
0:41:14 > 0:41:16inspired by Ayala's love of drawing.
0:41:18 > 0:41:21What I'm wondering is if we can make this drawing machine
0:41:21 > 0:41:24be switch accessible, so we've got a hell of a lot to do.
0:41:25 > 0:41:32Ross and Akram have bought a robotic drawing machine, but they need to find a way to modify the software,
0:41:32 > 0:41:35so that Ayala can operate it with her head switch.
0:41:36 > 0:41:39Looking good, looking good.
0:41:39 > 0:41:41No!
0:41:41 > 0:41:44It's 1.30am in the morning.
0:41:44 > 0:41:45Still quite a lot to do.
0:41:45 > 0:41:47Long, long night ahead.
0:41:52 > 0:41:55Haiyan has been working flat out for the last three weeks
0:41:55 > 0:42:00to finish a design to help Aman record her childhood memories.
0:42:01 > 0:42:05It's one o'clock in the morning and I'm up late coding,
0:42:05 > 0:42:07writing code for Aman.
0:42:07 > 0:42:13I mean, I think it's really lovely but the code is killing me.
0:42:13 > 0:42:16Aaaah!
0:42:16 > 0:42:21She's created a specially designed interactive website in the hope
0:42:21 > 0:42:25that photos combined with audio recordings will ignite Aman's memories.
0:42:25 > 0:42:29So memory sparks is like a little mini Instagram
0:42:29 > 0:42:32that basically I'm having to build from scratch,
0:42:32 > 0:42:38and I'm writing code for how that server should process information.
0:42:38 > 0:42:44When the photo's uploaded, it's pulling out the metadata that's embedded in the photo.
0:42:44 > 0:42:46But that's not all.
0:42:46 > 0:42:51Haiyan has also created an app to allow Aman's family
0:42:51 > 0:42:55to upload their photos and messages to the website anywhere in the world.
0:42:55 > 0:42:58That's the experience that I want to give Aman,
0:42:58 > 0:42:59the ability to relive something.
0:42:59 > 0:43:01Not just remember it, but relive it.
0:43:04 > 0:43:07With Haiyan's bespoke invention ready,
0:43:07 > 0:43:10we're heading back to Birmingham to present it to Aman.
0:43:10 > 0:43:12Big day, Haiyan.
0:43:12 > 0:43:14Oh, my gosh.
0:43:14 > 0:43:16- Oh, I'm so nervous. - The final reveal. Are you?
0:43:16 > 0:43:19- Yeah.- You're nervous. What are your other feelings?
0:43:19 > 0:43:26I... Just mostly, the pit of my stomach, nervous that stuff will work!
0:43:26 > 0:43:29- Hello, hello.- How are you?
0:43:29 > 0:43:32So, I've made something for you.
0:43:32 > 0:43:35And I hope you like it.
0:43:35 > 0:43:38- OK, so...- If you're ready to burst, it's OK to burst.
0:43:38 > 0:43:40I am. I am!
0:43:40 > 0:43:42I think it's a box, yeah.
0:43:42 > 0:43:44Let's have a look.
0:43:44 > 0:43:48In the last few weeks, the whole family's been uploading photos.
0:43:48 > 0:43:50Oh! Oh, cool.
0:43:50 > 0:43:53But that's not the big deal.
0:43:53 > 0:44:01Your family can also record audio memories to remind you about that photo.
0:44:01 > 0:44:03- Do you remember these pictures?- No.
0:44:03 > 0:44:08- You don't remember the pictures? - No. I don't remember this.
0:44:08 > 0:44:12'So this one's when we were in Cambridge to do some punting.'
0:44:12 > 0:44:15- Oh, yeah!- 'You were really excited about the day ahead of you.'
0:44:15 > 0:44:20I remember now. It's just when we had breakfast.
0:44:20 > 0:44:22And then we were waiting in the lobby.
0:44:22 > 0:44:25But you didn't remember when you were looking at the picture?
0:44:25 > 0:44:27- No, but...- You didn't remember where that picture was.
0:44:27 > 0:44:29- No...- But when you heard... - What Anisha was saying...
0:44:29 > 0:44:32- What Anisha was saying... - ..then I remembered.
0:44:32 > 0:44:35- Oh! That's great. - So, just to be clear, it works.
0:44:35 > 0:44:38- Yes, it does.- Hey!!
0:44:41 > 0:44:43Haiyan has thought about this,
0:44:43 > 0:44:46realises there's nothing else out there like that
0:44:46 > 0:44:48and created it for you.
0:44:48 > 0:44:52This is the only one of its kind in the world.
0:44:52 > 0:44:53- Well done, Haiyan.- Thank you.
0:44:56 > 0:44:57Thanks, guys!
0:44:59 > 0:45:01Memory Sparks, yeah!
0:45:01 > 0:45:07'Probably one of your first times that you've joined in Monopoly.'
0:45:07 > 0:45:09I don't remember this.
0:45:09 > 0:45:15- 'You still have that smile on your face.'- I remember that.
0:45:15 > 0:45:17I remember that!
0:45:17 > 0:45:23'That was the night that we were all in the car accident,
0:45:23 > 0:45:26'and sometimes I look at this picture and I think,
0:45:26 > 0:45:33"Well, had we not gone to this wedding, things would have been a lot different for you.
0:45:33 > 0:45:38"I look at your picture and see how happy you are,
0:45:38 > 0:45:40'how smiley you are.
0:45:40 > 0:45:44'Just how different you were then.
0:45:44 > 0:45:47'I remember this hospital room so well,
0:45:47 > 0:45:52'being in here every single day during all of December, pretty much,
0:45:52 > 0:45:55'January, just...
0:45:55 > 0:46:00'just doing really little small things, but for you,
0:46:00 > 0:46:06'it was always like it was a massive achievement and such amazing progress that you made.
0:46:06 > 0:46:10'It just reminded me of how proud we are of you.
0:46:10 > 0:46:14'We have all your friends here, all come together
0:46:14 > 0:46:16- 'to celebrate your 10th birthday.' - That was it, yeah.
0:46:16 > 0:46:19'And you seemed to have had a lovely time.'
0:46:19 > 0:46:20I remember that.
0:46:20 > 0:46:23'And this hat that she's wearing as well.'
0:46:23 > 0:46:24THEY CLAP
0:46:28 > 0:46:32You feel almost like parts of your memory are going ping, ping,
0:46:32 > 0:46:35as you're remembering.
0:46:35 > 0:46:39Yeah, I'm remembering, like, just from the pictures,
0:46:39 > 0:46:42it expands in my brain to, like,
0:46:42 > 0:46:49a whole nother world of what I can remember about that single picture.
0:46:49 > 0:46:54When I see you remembering some of those-those stories, it's just...
0:46:54 > 0:46:56I'm so happy...it can help you.
0:46:58 > 0:47:01It was lovely, lovely getting to know you.
0:47:01 > 0:47:04- Bye-bye.- Bye-bye.- Thank you so much.
0:47:04 > 0:47:06Bye.
0:47:06 > 0:47:10You could see her rebuilding the memory blocks, almost,
0:47:10 > 0:47:12using the Memory Sparks.
0:47:12 > 0:47:14- It was fantastic.- Oh, yeah.
0:47:14 > 0:47:15I just couldn't believe it.
0:47:15 > 0:47:17I think, as a human being,
0:47:17 > 0:47:22you just get the need to have these memories as part of your sense
0:47:22 > 0:47:26- of yourself.- Just that kind of, it's almost like a eureka moment,
0:47:26 > 0:47:30when she's just looking at you, and she's like, "I don't remember," and then, like, "I can remember!"
0:47:36 > 0:47:38Haiyan is back at Aman's school
0:47:38 > 0:47:41along with mum, Rupinder, to unveil her second invention.
0:47:42 > 0:47:47It's called Study Sparks and it's a unique teaching tool.
0:47:47 > 0:47:53Haiyan has made the live transcription much more accurate and added a video function,
0:47:53 > 0:47:57allowing Aman to instantly review any parts of the lesson she's struggling with.
0:47:58 > 0:48:03Sit down. You need to write your learning objective and your date in your book.
0:48:03 > 0:48:07Aman will be testing it without any help from a teaching assistant.
0:48:07 > 0:48:09Indigo and Violet, they're two different shades of purple.
0:48:09 > 0:48:12But I want a mnemonic. Can anybody tell me what a mnemonic is?
0:48:12 > 0:48:15What light is going to bounce off what part of this kit?
0:48:16 > 0:48:19Look back through what I've given you.
0:48:19 > 0:48:20And it will tell you.
0:48:21 > 0:48:23So where you last bookmarked, Aman,
0:48:23 > 0:48:26that's where I started my instruction.
0:48:26 > 0:48:29To describe what you can see, natural light.
0:48:29 > 0:48:33So without any paper describe what you can see?
0:48:33 > 0:48:35Oh, I think she reviewed it back.
0:48:35 > 0:48:36- She did. OK.- OK!
0:48:37 > 0:48:40Aman, what did you think of this?
0:48:40 > 0:48:42I liked it.
0:48:42 > 0:48:45It made me feel like I could do it on my own.
0:48:45 > 0:48:49It's just remembering to listen back to it.
0:48:49 > 0:48:51- Yeah.- Yeah.
0:48:51 > 0:48:55I know I can just bookmark and then listen to what you're saying.
0:48:55 > 0:49:01- Yeah.- Do you think you feel better on your own without your teaching assistant nearby?
0:49:01 > 0:49:05- Do you feel more confident? - Yeah, because it feels like this is my teaching assistant.
0:49:05 > 0:49:09Oh! How many stars out of ten would you give it?
0:49:09 > 0:49:1111. It's amazing.
0:49:11 > 0:49:13Really? Oh, my God!
0:49:13 > 0:49:14Oh, thank you!
0:49:18 > 0:49:23In south-east London, construction work is under way.
0:49:23 > 0:49:28The team have committed to a tactile musical pathway in Josh's school playground.
0:49:28 > 0:49:32Diggers have begun taking up more than 1,000 square metres of tarmac.
0:49:36 > 0:49:38Tiles are coming out and going down.
0:49:38 > 0:49:40Look at this!
0:49:40 > 0:49:44300 tiles and 30 waterproof speakers will be connected to
0:49:44 > 0:49:48two miles of cabling, running underneath the ground.
0:49:48 > 0:49:50What is this?
0:49:50 > 0:49:52This is one of the hubs.
0:49:52 > 0:49:55Whenever you see blister tiles like this,
0:49:55 > 0:49:59they are going to be magic sound tiles,
0:49:59 > 0:50:01so that when you stand on them,
0:50:01 > 0:50:04a sound will come out of one of these speakers.
0:50:04 > 0:50:08It's also encouraging games that are using these yellow roads.
0:50:08 > 0:50:09If you close your eyes...
0:50:09 > 0:50:11I can feel with my feet.
0:50:11 > 0:50:15It's amazing, you can feel that these straight lines basically mean go in this direction,
0:50:15 > 0:50:17which is why it would be pointless to have them...
0:50:17 > 0:50:19- The other way.- The other way.
0:50:19 > 0:50:21It's Braille for the soles of your feet, really.
0:50:21 > 0:50:23It's Braille for the soles of your feet.
0:50:26 > 0:50:32Josh remains oblivious to the goings-on in the playground, as the plan's still top secret.
0:50:33 > 0:50:37- Re-cipes?- Re-cipes? No, it's recip-ees.
0:50:37 > 0:50:39Recip-ees, yeah?
0:50:41 > 0:50:44Has this been done before, and is it going to work?
0:50:44 > 0:50:49This hasn't been done before and we don't know if it's going to work yet.
0:50:49 > 0:50:54The fundamental design should work, but we haven't tested it yet.
0:50:54 > 0:50:55It's going to work, Ruby.
0:50:55 > 0:50:57Let's have confidence.
0:50:59 > 0:51:02Ross has worked through the night,
0:51:02 > 0:51:07painstakingly completing his inventions for Ayala and Kyra.
0:51:07 > 0:51:13He's created twin robots to enable the girls to play together as equals for the first time.
0:51:15 > 0:51:18And it's only quarter to four.
0:51:18 > 0:51:19Whoo!
0:51:22 > 0:51:25So, Ross, it's a big day.
0:51:25 > 0:51:28- How are you feeling? - I'm feeling quite excited.
0:51:28 > 0:51:31I mean, there are a lot of moving parts to this fix and anything
0:51:31 > 0:51:36could break. But if it all works, I think it's going to be wicked.
0:51:36 > 0:51:38Hello, can we come in?
0:51:38 > 0:51:42Kyra, how are you? Three, two, one.
0:51:42 > 0:51:44Open!
0:51:44 > 0:51:46Oh, my goodness!
0:51:46 > 0:51:51Actually, inside this fire engine is the robot.
0:51:51 > 0:51:53That is so cool.
0:51:53 > 0:51:57This is an app that we've made just for you.
0:51:57 > 0:51:59If I press the button...
0:51:59 > 0:52:01That is genius.
0:52:01 > 0:52:03Go!
0:52:03 > 0:52:07Both girls can operate their robot cars on an app,
0:52:07 > 0:52:11with Ayala's connected to the switch she uses to drive her wheelchair.
0:52:11 > 0:52:13That one!
0:52:14 > 0:52:16- Go.- I'm escaping!
0:52:17 > 0:52:20- All right.- Not the bubble, not the bubble!
0:52:20 > 0:52:22Look, the girls playing on a level playing field.
0:52:22 > 0:52:27Look, you've got the same controls for these incredible robots.
0:52:27 > 0:52:30- Oh! Yeah?- Ayala!- Yeah?
0:52:30 > 0:52:33Ross has one more surprise for the twins.
0:52:33 > 0:52:35Wow!
0:52:35 > 0:52:38Yes!
0:52:38 > 0:52:41This is a robot drawing machine,
0:52:41 > 0:52:44and it's controlled by another app
0:52:44 > 0:52:50on your device, and Akram and I worked really hard on it
0:52:50 > 0:52:52and I'm really pleased with it.
0:52:52 > 0:52:53I hope you both like it.
0:52:53 > 0:52:55Well done, Ross.
0:52:55 > 0:52:56Ah!
0:52:56 > 0:52:58OK, yeah. Press it.
0:52:59 > 0:53:01Oh, my God.
0:53:01 > 0:53:03Right, and the yellow switch should be pen up and pen down.
0:53:03 > 0:53:04Do you want to try?
0:53:07 > 0:53:11Wow! That is quite something, Ross. What do you think?
0:53:11 > 0:53:14That is absolutely incredible!
0:53:14 > 0:53:16Red switch, red switch, Ayala.
0:53:16 > 0:53:20As well as giving her the ability to draw her own pictures,
0:53:20 > 0:53:25Ross has pre-programmed some designs especially for Ayala.
0:53:25 > 0:53:27And now it's drawing a star.
0:53:27 > 0:53:29- What's happening? - It's spelling my name.
0:53:29 > 0:53:31A, Y, A, L, A.
0:53:31 > 0:53:34You're drawing your name, you're signing your name.
0:53:34 > 0:53:36Oh, my God!
0:53:36 > 0:53:41Look at that! That is brilliant.
0:53:45 > 0:53:47Isn't that a lovely moment?
0:53:47 > 0:53:50- Yeah.- Just going to savour this.
0:53:52 > 0:53:54Two of them playing together.
0:53:55 > 0:53:57So Ayala got stuck.
0:53:57 > 0:54:00She hasn't called me to come and help her.
0:54:00 > 0:54:03And Kyra just went over and said, "What's wrong", and now, she's...
0:54:03 > 0:54:04Working it out themselves.
0:54:04 > 0:54:05Yeah.
0:54:06 > 0:54:08I'm just in shock.
0:54:08 > 0:54:10It's a big change.
0:54:10 > 0:54:11Thanks.
0:54:15 > 0:54:17It's been really, really, really fun.
0:54:17 > 0:54:20Ross, Ross. I want to give you a hug as well, mate.
0:54:20 > 0:54:21I know how hard you've worked.
0:54:24 > 0:54:27Right, where are we going? I can see Ruby and Jude.
0:54:27 > 0:54:30Six months after they first visited the school,
0:54:30 > 0:54:36Jude and Ruby are ready to reveal their new playground to Josh and his mum and dad.
0:54:36 > 0:54:38Hey, Josh!
0:54:39 > 0:54:41Hi, Josh. How are you doing?
0:54:41 > 0:54:43Do you want to take the first step?
0:54:43 > 0:54:44Yeah, shall we go and have a look?
0:54:44 > 0:54:47Something looks incredible, but I'm not quite sure what it is.
0:54:53 > 0:54:58Ruby and Jude's invention is a series of tactile musical paths,
0:54:58 > 0:55:02giving Josh more fun and more freedom in the playground.
0:55:03 > 0:55:05Oh, my goodness!
0:55:05 > 0:55:07That's amazing, Josh.
0:55:08 > 0:55:11Shall we go and have a bit of an explore?
0:55:11 > 0:55:12Yeah. Are you ready?
0:55:12 > 0:55:13- Yeah.- What have they done?
0:55:13 > 0:55:15- What have we done? - What have they done?
0:55:15 > 0:55:20So we're going to go over here to the starting point and we're going to show you, so...
0:55:21 > 0:55:27When you feel one of those blisters under your feet, a sound comes out.
0:55:27 > 0:55:28WHISTLING
0:55:28 > 0:55:31You're doing that. You're doing that with your feet.
0:55:31 > 0:55:32This is amazing!
0:55:32 > 0:55:34Oh, you did it, Josh!
0:55:34 > 0:55:37Oh, you're doing so well, Josh.
0:55:37 > 0:55:43At the beginning of every road is a sound and at the end of every road is the same sound.
0:55:43 > 0:55:45- Dong!- Oh!
0:55:45 > 0:55:48If you ever stray off one of the lines,
0:55:48 > 0:55:53you just find one again and you follow it until you get to a sound tile and you jump up and down,
0:55:53 > 0:55:56and then you know exactly where you are, cos they're always in the same place.
0:55:56 > 0:55:59This is what it was all about, yeah.
0:56:00 > 0:56:02WHISTLING NOISE
0:56:05 > 0:56:07What's your favourite sound, Josh?
0:56:07 > 0:56:08- Yeah!- I like them all.
0:56:08 > 0:56:10- You like them all!- Yes!
0:56:10 > 0:56:14- Result.- Can you try and get to the end of that road, Josh?
0:56:14 > 0:56:16And turn a little bit to your left.
0:56:16 > 0:56:19- Turn, turn, turn. That's it. Yeah. - Yay.
0:56:19 > 0:56:22And jump. Yeah!
0:56:24 > 0:56:28He's on his own. He's doing it without us.
0:56:28 > 0:56:30I think he loves it.
0:56:32 > 0:56:34Keep going, Josh.
0:56:40 > 0:56:41What do you think, Josh?
0:56:41 > 0:56:43- It's good.- It's good.
0:56:43 > 0:56:44What animal is it?
0:56:44 > 0:56:46Oh!
0:56:53 > 0:56:58But what will Josh's friends make of the new playground?
0:57:07 > 0:57:10It's chaos. It's wonderful chaos.
0:57:10 > 0:57:12When I first met him, I just...
0:57:12 > 0:57:17You just constantly want to be like holding on to him to make sure nothing bad happens
0:57:17 > 0:57:20but when he's in this space, he's just like any other kid.
0:57:20 > 0:57:22He's playing like his friends.
0:57:22 > 0:57:24He's playing with his friends.
0:57:24 > 0:57:26You've smashed it.
0:57:26 > 0:57:28Three, two, one, go!
0:57:36 > 0:57:38It's exceeded all my expectations.
0:57:38 > 0:57:43- Has it?- We talked six months ago in the garden, how do you do it,
0:57:43 > 0:57:47where do you start and you've done it and over and over and over.
0:57:47 > 0:57:49Yeah!
0:57:53 > 0:57:56One, two, three, four!