Inclusive Education by DrOmnibus – helping every child on the journey to independence and development

News - 12 Apr 2017

Inclusion involves all aspects of social life. The goal is to make children want to communicate, to see value in communication, and not just verbal communication. You often can only reach full understanding with a child by communicating through images. It’s worth focusing in the beginning on such competencies as independence and communication through fun and leisure planning or establishing social contacts.

Games that teach children to be independent
 
Inclusive Education is an app that uses an effective method to teach children basic knowledge and skills. It is designed for preschool and early primary school children, especially children with behavioural and developmental disorders, such as Autism (ASD), Asperger Syndrome, ADHD, Down’s Syndrome or Cerebral Palsy. The app teaches children to be independent and focus on the task at hand. It also supports social training and exercises basic cognitive skills.
 
Anthony’s case (7 years old)
 
The teacher explains: ‘Let me introduce you to Anthony. Anthony is in the first year in an inclusive primary school who requires constant motivation from the teacher during all his lessons. So far, everytime he was asked to work by himself he would end up lying down on the carpet or disturbing other children. This is why we work together with him. As the support teacher, I try to engage him and help him. Anthony’s biggest problem is his communication skills. He barely talks, only answering ‘Yes’ or ‘No’ to the teacher’s questions. Sometimes, when he’s very excited, he might say a few sentences at a time.
 
The design of DrOmnibus’ games allow the child to progress from one stage to the next and only goes back to the skills that he or she hasn’t learned yet. This helps Anthony to develop rapidly. The games allow him to expand his vocabulary and, importantly in his case, connect the names of objects with their representations or images. I’m especially interested in the game which teaches children to recognise other people’s emotions. Working on emotions could be very helpful for Anthony in establishing correct contacts with his peers and developing the ability to maintain them.’
 
Jacob’s case (6 years old)
 
The teacher writes: ‘When I met Jacob, he was unable to establish any relationships with his preschool peers. He would isolate himself from the group and opt out of preschool activities. A year later, Jacob was diagnosed with autism’.
 
His mother says: ‘My greatest hope for the app is that Jacob will learn to differentiate colours, because he can’t do that at all yet. Digits and letters are giving him trouble as well. I hope that Inclusive Education will let him improve his skills in this respect. His therapist and I have been keenly observing Jacob when he’s doing exercises. It looks like he doesn’t even feel like it’s therapy’.
 
Alex case (5.5 years old)
 
Alex’s behavioural therapist says: ‘Alex is a fan of new technologies. He has already taken part in a project involving tablet-assisted therapy already during preschool. How do you get him interested? You just have to say to him, Alex, here’s something new!
 
Alex shows many behaviours that are characteristic of  ASD, such as tactile stimulation or vocalisations – all of a sudden, he starts reciting the English alphabet or signing songs. He also shows direct Echolalia. During therapy, he often displays resilient behaviour. For instance, he may start hitting himself. He tries to run away when he wants to stop doing an exercise.’
 
His teacher comments: ‘When we launch Inclusive Education, Alex is fascinated. He starts to learn the digits or shapes on his own for about fifteen minutes, and shows no resilient behaviour or Echolalia during this time. He responds to the tasks that the app gives him. He doesn’t allow anyone to approach him, because he wants to work on his own. He’s very focused. The app is a reward in itself for Alex. He doesn’t treat it like work. His favourite token game is the one with the drums.’
 
We are very happy to share these stories of inclusion of children at schools. If you want to share your story with us, try the app for free and contact us!
 
www.dromnibus.com
 

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