UNESCO Report Highlights School’s Successful Use of QTrobot for Inclusive Education

Use of QTrobot with students: 

Many of the centre’s students find it difficult to communicate. QTrobot has excellent games that promote both expressive and receptive language. Students who find social communication difficult might use a little communication to request something. And after interacting with QTrobot, two out of three children in one particular class now come into the classroom and say ‘Hello’ and ‘Goodbye’.

Unpredictability can make children very nervous. For example, sometimes adults might look different than they did the day before because their hair is different, or they might smell different. For very sensory children at Rodney House, interacting with QTrobot helps them feel much calmer and improves their overall readiness to learn. They know what to expect from the robot; there are no surprises. This in turn helps the teachers gain precious trust between themselves and the children.

One of the school’s big success stories emerged from the Tiger class, which comprises children with more extensive abilities. A boy in that class struggles with regulating and controlling his emotions, especially anger. He has been practising his deep breathing with QTrobot for some time, and now when he feels angry, he says, ‘I want to work with the robot.’

When the robot symbol is shown as the children enter the classroom, their faces light up and they rush in. These children are normally difficult to engage in structured learning, but teachers have seen their attention span extend noticeably after they begin to work with the QTrobot. Within as little as six weeks, children might progress from staying in the classroom for only a few minutes to as long as fifteen minutes, which represents significant progress.

QTrobot’s consistent style of interaction — clear, repetitive, and non-judgmental — enabled children to feel more at ease, allowing them to participate, practice new skills, and make measurable progress.