Today, we give you NASEN’s review of DrOmnibus Inclusive Education that followed a month’s testing of our app. We’re glad that our product has received a positive review.
NASEN is an international organization gathering hundreds of SEND practitioners in the UK. NASEN provides expert knowledge, conducts courses and promotes awareness of issues related to SEND, all of which allow for an even more effective work with children and youth with special educational needs. The organization also issues opinions about tools dedicated for education and therapy.
Product: ‘DrOmnibus’ Inclusive Education
Type: software on app/pc
Advertised age range: preschool/lower primary
Skills/curriculum areas: Recognition of numbers, emotions, shapes, colours
Level of adult involvement needed: minimal
Recommended group size: individual
Trialled by: Adam Sproston (Deputy and SENCo) and the team work in the ASC provision
Setting: Hermitage Primary School, Holmes Chapel, Cheshire
Although the product can be used on a PC, accessed via the website, this trial was carried out using the recommended Android app. An Apple version is also now available.
The app was very simple to use and setting up individual students was quick and easy. Children began by choosing a preferred area to work on e.g. number recognition, colours etc. The first time they did this they were presented with a placement activity designed to ensure that the activities are appropriately levelled for their ability.
None of the children who took part in the trial needed any support getting started with the app as the format is very straight forward and intuitive, allowing children to work their way through a series of games designed to reinforce the focus skills. After each activity, the children are rewarded with a game (the balloon popping seemed to be a favourite) which gives them the opportunity to ‘win’ virtual tokens. This section proved extremely popular, with one child saying, “I love the games”.
The look and feel of the software is appealing and child-friendly and if difficulties should arise, straightforward prompts are built in to guide children through the process.
For teachers, there is the ability to collate progress data into a graph for each child, so that progress can be monitored.
Although the product was trialled for a relatively short period, meaning that impact is more difficult to report on, Adam noticed that the children were engaged in the activities for longer periods than usual.
What the school particularly liked:
- Extremely easy to set-up requiring minimal input
- The visual appearance is attractive and seemed to engage the children
- The built-in help features were effective
- Minimal instruction was needed; the software offers clear guidance
- Offers value for money if pitched at the right age and ability. ‘Emotions’ offered the most useful content by far
What the school would like to see more of:
- More clarity on how to access the children’s data to help track progress
- It is very easy for children to exit the app; it would be useful to be able to block this
- A greater level of challenge as children become more successful and competent
- More areas covered e.g. reading of common exceptions words and phonics
“We would buy this product as it stands today”