The inclusion of a child with special educational needs in a class means higher expectations from the teacher, who needs to adjust his or her teaching methods and means to the child’s needs. DrOmnibus helps you meet these expectations by providing a tool that is compatible with the curriculum and adjusted to the requirements of inclusive education.

DrOmnibus Inclusive Education offers comprehensive support for primary school teachers of children with special educational needs. You gain access to educational games developed by a team of specialists for children with special needs and a progress-tracking system. DrOmnibus Inclusive Education allows teachers to divide their attention equally between all children. You don’t have to assist a child with special needs in all exercises, and you can include him or her in class activities once you think the child is ready. The tool will also help to equalise the educational chances of all children by allowing them to work at very different levels of difficulty.

The system automatically records the activity of all children, relieving you of the need to constantly everyone’s progress – just access the automatically-generated overview to learn about each child’s performance and specific difficulties. The system also automatically adjusts the level of difficulty to each child’s needs, so you no longer need monitor what the everyone is working on. The system will do that for you by providing stimulating tasks that are neither too hard nor too easy. And once a child should move on to a different subject, you can simply suggest playing a different game.

DrOmnibus Inclusive Education is a comprehensive tool designed by psychologists and pedagogues that combines learning and therapy. Our games are based on Applied Behaviour Analysis, one of the world’s leading methods of learning.

How does Inclusive Education apply ABA?

Inclusive Education fully implements the ABA method through a system of learning trials and testing trials. The aim of learning trials is to establish and solidify a correct pattern of behaviour, or a correct response. The app does this by giving positive reinforcement in the form of tokens, which are awarded for correct answers. If a child gives an incorrect answer or no answer at all, a prompting mechanism is activated.

How does a child know if their answer was incorrect?

They don’t have to know! The important thing is that the child knows they’ve answered correctly, as that’s the behaviour we want to reinforce. The app gives three prompts to guide the child to the correct answer.

How does the app test knowledge?

After a particular number of learning trials, the child is given testing trials. The trials check if the child’s correct answer was spontaneous and whether they can apply what they have learned even if their efforts are not rewarded with a token. This lets you see the practical effects of the learning process. No prompts are given during the testing trials, as this is a stage dedicated to checking knowledge and skills.

Why does the app not emphasise incorrect answers, and how does this affect working with children with autism spectrum disorders and intellectual disability?

This mechanism is designed to suppress undesired behaviour. We’ve decided to apply errorless teaching: incorrect answers are not emphasised in any way to prevent their solidification. In many games, an incorrect answer is signalled intrusively, for instance, through a simple voice comment saying ‘no’ or an unpleasant sound – such solutions draw the child’s attention to the incorrect answer, which is known as negative reinforcement. In contrast, our app is free of negative reinforcement. This is especially important among children with autism, for whom every ‘no’ or unpleasant sound can be a stimulation or, at best, an additional distractor.

How does individualisation take place?

Children with ASD and intellectual disability may differ very much in how well they have learned various skills, and the deficits can be difficult to predict. A child who excels in one branch of knowledge might have considerable deficits in another one. For instance, a child who has learned most digits very well may have trouble with one particular digit.

This is why we offer an automatic individualisation of tasks for each child. Once a game is launched for the first time, the app checks the child’s familiarity with its content through a pre-test. This lets the system give out tasks that exercise the portion of the material that the child has not learned yet.

The pre-test determines the basic level of skill and looks for any deficits. Afterwards, the individualised play begins: the child is given tasks that are adjusted to their needs based on the deficits found in the pre-test. The pre-test also determines the number of tasks in a game. A playing session can end with a post-test to help you assess the child’s progress.

Saving results

An important aspect of working with a child is tracking their progress after each session, including the degree to which they have learned a given skill and control over the therapy as a whole. Inclusive Education lets you track progress by means of long-term overviews that show the child’s progress over a period of time, such as a month. Follow this link [link] for a sample description of overviews created based on therapy involving Antoś, a boy with ASD.

The overviews can help you document therapy, and can also be archived on the child’s account and printed out.