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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching is more necessary than ever in our increasingly diverse schools. Here are five strategies to consider.

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This website explains what culturally responsive teaching is, and gives some ways for teacher to apply it to their classrooms.

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Culturally responsive teaching is the teacher trying to include aspects of their students culture in their teaching.

Some examples the article gives are:

Including texts about other cultures in reading

Try to make learning contextual by having students relate what they are learning to real life.

Building relationships with the students to try and build your understanding of different cultures, and help them try not to see you as just a teacher

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What happens when a gorilla goes into a battle with a brown hyena in an Australian rain forest?

Tanya Buxton's high school biology students could find out as they embark on March Mammal Madness (MMM), a virtual game modeled after the annual NCAA basketball championship that aims to educate U.S. students about the importance of biodiversity and endangered species.

This is the second year in a row that Buxton has enrolled her Atherton, California, students in the tournament to deepen their understanding of global ecosystems while building community and camaraderie among peers.

Gameplay in school isn't just about having fun though, say Buxton and other teachers, who are increasingly using games and gaming principles to enhance instruction. From Minecraft to the Game of Life and Werewolf, effective games like March Mammal Madness link content with low-stakes competition and can provide a more collaborative, engaging classroom experience-especially for students who may struggle to focus or find their niche in learning. During the pandemic, games have also provided an important outlet that keeps kids connected and motivated remotely.

These claims aren't just anecdotal. According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores. In addition, studies have found that virtual games can improve focus and attention for students with ADHD and help students with dyslexia improve spatial and temporal attention, which can translate into improved reading.

But games aren't substitutes for other forms of learning. Like any educational tool, they need to be well-planned and integrated only when they're relevant to the learning objectives.

Think of games not as Band-Aids to fix what's broken in the classroom but as "a pedagogical approach that might help people think differently about what's possible... limited only by a player's imagination and by what a gaming set of rules allows," says Antero Garcia, an assistant professor at the Stanford Graduate School of Education who studies the impact of technology and gaming on youth literacy and civic identities.

Want to integrate well-developed games or just a few gaming principles into your lessons? Here are some approaches to consider to make games a valuable teaching tool.

Test and Learn

In many games, players encounter scenarios that involve making in-the-moment decisions that let them quickly see the impact of their choices in a low-risk setting and then try (and try again) if they falter-skills that are valuable as they go through life, says Garcia.
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Teachers, for example, can use role-playing games in the classroom to help students inhabit different perspectives and understand them as part of larger, holistic systems of thought, explains Matthew Farber, a former teacher and assistant professor at the University of Northern Colorado who studies the intersection of game-based learning and SEL. This system of thinking can become a good entry point for students to learn about their own agency as they weigh possibilities and consider alternate plans of action.

Because games are interactive-unlike books or movies that involve more passive consumption-they may also encourage students to explore new topics and approaches to learning that they otherwise would not consider, he says.

In the virtual game Alba: A Wildlife Adventure, for example, players launch mini-missions where they discover and protect species of endangered animals. Though students might not consider themselves adventurers or conservationists when they play the game, the low-risk setting can get them thinking about larger-scale impacts they could have in the real world, adds Farber. As a follow-up activity, students could conduct further research on animals they encountered or even take local nature walks to identify smaller ecosystems of local wildlife.

Even if teachers aren't using a fully developed game in their class, they can use a process known as gamification, or weaving components of games such as points, leaderboards, and badges into lessons to boost students' motivation. Because students get excited about the competition from earning badges or embarking on a quest, they tend to take more risks-and, in turn, learn from their mistakes, says Manju Banerjee, an associate professor and vice president of educational research and innovation at Landmark College in Putney, Vermont.

When students are researching a topic and conducting a literature analysis, teachers can design curricula to send them on a quest-instead of framing it as a typical assignment-or rethink assessment and "tell a student that he is at a 'novice' level rather than a grade of C-" to reduce academic pressure and encourage participation," says Banerjee.

Learning in Disguise

Though it's not the only reason to play games, the fun of gameplay is a critical part of why they are so successful with children, according to educators, who say that games can help disguise the learning of essential but challenging skills that kids might otherwise resist.
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Teachers Joe Dillon and Marina Lombardo, for instance, created a poem-writing activity using Minecraft: Education Edition, in which students move through a maze and visit rooms to learn how to make their writing more descriptive. This game, inspired by Georgia Heard's Six-Room-Poem activity, guides students through specific writing prompts, such as describing an object by focusing on the ambience of its surroundings.

Many games involve a compelling storyline that can quickly hook kids, which is what makes teaching with them so effective, explains Kendra Cameron-Jarvis, an instructional technologist for Buncombe County Schools in western North Carolina. In a game she designed called Discovering the Ancient Pyramids Adventure, sixth-grade students use Google Maps Treks-which provide a 360-degree view of the ancient structures-to go on a quest inside the Great Pyramid and solve a mystery while they explore. The game reinforces what they're learning in class about ancient Egypt, she says.

"It's kind of sneaky-they don't realize they're learning," she says. "Kids are going to have a really good time, and they're going to learn along the way."

Teachers are also increasingly using apps and interactive game platforms like Kahoot and Quizizz -Kahoot says that more than 6 million teachers in 200 countries use its app to date-as fun formative assessment tools to ensure that students are on track with their learning, especially during the pandemic. Cameron-Jarvis says teachers are reporting that the platforms are so engaging, students frequently request to play them as part of their learning.

To increase the likelihood of all students participating, teachers can scaffold the difficulty levels of a game, calibrated to the current ability of the student. For students with special needs in particular, games can be beneficial because they disrupt traditional learning approaches and introduce opportunities for them to succeed where they have often struggled, says Banerjee, who has more than 29 years of experience in the field of learning disabilities.

Banerjee recommends that teachers use a myriad of low-stakes leaderboards-scoreboards that show the names and scores of participants-to highlight often-overlooked activities or skills in a way that recognizes contributions from students who typically do not perform well on traditional assignments. Teachers can give credit to the student with "the most creative calculation error" in a math class, for example, which not only makes learning more entertaining but acknowledges that all students can contribute meaningfully within a classroom.

Bringing Students Together

Though students can play games alone, most education games encourage players to collaborate effectively in teams-a building block for creating strong relationships and skills like cooperation that will be valuable as they progress through school and life, studies show.

These social interactions have been crucial during distance learning, according to Douglas Kiang, a high school computer science teacher at the Menlo School. Since schools went virtual last spring, Kiang has used Minecraft to give students a chance to interact with each other while learning social skills such as teamwork, negotiation, and respect for others. He also plays Among Us with his advisory group of about 10 students.

"I think games are useful in that respect for bonding and for allowing kids to socialize and communicate with each other," says Kiang, who is a nationally recognized expert on game-based learning and technology integration.

Integrating more community-building elements into your classroom doesn't always require playing a multiplayer video game, though, says Cameron-Jarvis. She suggests posting questions in the stream of popular tools like Google Classroom, Flipgrid, and Nearpod, and letting students respond, interact, and debate ideas. Other teachers have used Google tools to make their own versions of traditional games like Connect Four or Tic Tac Toe so that students get a brain break from academic learning.

The important part of using games in the classroom is trying not to gamify everything and to start small, using games with rules that students understand, says Cameron-Jarvis. The mix of games also matters, adds Farber, who says teachers should aim for variety. If you do let kids play games in class, he says, "think about the emotions those games evoke besides strategy and procedure."

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How to Use Gameplay to Enhance Classroom Learning

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Research shows that using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks.

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This website explains how games can be included in classrooms to enhance the learning experience of students. They explain that games can help create community in the classroom and help students learn through low stakes competition.

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Educational games are not substitutes for other teaching methods, and they need to be well thought out just like any lesson plan.

Video games can also effectively hide learning behind a layer of fun that can leave students waiting for the next game.

Small stake competition games like Kahoot, Quizizz, and even Among Us can also help build the community in the classroom as students get to know each other and talk about the game.

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What Is a 504 Plan?

A 504 plan is a way for schools to provide support for students with a disability so that they can learn in a regular classroom.

The name 504 plan comes from Section 504 of the Rehabilitation Act. This law prohibits discrimination against people with disabilities in programs or activities that receive federal funding (such as public schools or publicly funded private schools). This ensures that students with disabilities can get a free education that works for them.

Who Can Get a 504 Plan?

Students are eligible for 504 plans if they have a disability that limits daily life activities such as self-care, walking, seeing, breathing, hearing, speaking, or learning.

Students who need a 504 plan can include those with:

A student returning to school after a serious illness or injury also might get a 504 plan.

How Is a 504 Plan Made?

First, a parent, teacher or other school staff member, health care provider, or therapist asks the school to evaluate the student for a 504 plan. Every school handles 504 plans a little differently, but most have a 504 team that may include the principal, teachers, school nurse, guidance counselor, and psychologist. The team looks at a child's grades, test scores, medical records, and what teachers report about the student to decide if the student is eligible for a 504 plan.

If the 504 team decides that a student is eligible, they work with the parents to decide what kind of supports (called accommodations) the student needs to succeed. These are listed in the 504 plan.

What Does a 504 Plan Include?

The 504 plan is based on each student's needs and strengths. Accommodations can include:

sitting in a certain place or with a certain desk or chair in the classroom

extra time on tests and assignments

use of speech-to-text (dictation) for writing

modified textbooks (such as one that can be read aloud to the student)

adjusted class schedules

verbal (out loud) testing

allowing visits to the nurse's office

occupational therapy or physical therapy

Many other accommodations are available. If a parent asks for one that the school can't provide, the school might offer another one that would help. Most accommodations in 504 plans don't change what the student learns - rather, they remove barriers to learning.

The 504 plan should be reviewed at least yearly to make sure the accommodations are up to date and work for the student's needs.

How Do 504 Plans and Individualized Education Programs (IEPs) Differ?

The main difference is that:

A 504 plan provides accommodations so a student can learn in a regular classroom.

An IEP is a plan for specialized learning (for example, for dyslexia) or special education. 504 plans don't usually change what the child learns but IEPs can.

There are other differences too, such as who is eligible, who creates the plan, and how changes are made to the plan.

Some students have both a 504 plan and an IEP. For example, a student with autism spectrum disorder may have an IEP for learning supports and a 504 plan for occupational therapy.

What Happens if Parents Don't Agree With the School About the 504 Plan?

Sometimes parents and the school disagree on whether a child should have a 504 plan and/or what should be in it. If this happens to you, start by setting up a meeting to talk to the school 504 team. Schools want their students to succeed and will work with parents.

If you still have concerns, you can ask for a mediation session with a mediator. A mediator is professionally trained to help with the discussion without taking either side. If the issue is not resolved in the mediation session, you can request a due process hearing. You may need to get a lawyer for the hearing. You can also make a written appeal to the school district or the U.S. Office for Civil Rights saying that the school violated 504 rights.

How Can Parents Help?

You are your child's most important teacher and advocate. Help your child by building a strong relationship with the 504 team. This way, you show that you value education and that you want to work together respectfully to help your child succeed at school.

It also helps to:

Understand the 504 plan. Know what the accommodations are and how they will be used.

Talk to the school about how your child is doing. Let them know if you think the accommodations are working.

If you think you need to add or change accommodations, talk to the 504 team about your concerns.

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Kids who have special needs in the classroom may be eligible for a government-supported learning plan.

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Narcolepsy does not affect your intelligence, but it can affect your ability to learn if you're not treated properly. iStock

One of the common symptoms of narcolepsy is excessive daytime sleepiness, and while this can interfere with daily function in anyone who’s affected, it can significantly impact students. For adolescents and young adults with narcolepsy, being unable to stay awake at school poses a serious challenge that can impede learning.

Narcolepsy is a chronic neurological disorder that affects the brain’s ability to maintain its sleep-wake cycles. According to the National Institute of Neurological Disorders and Stroke (NINDS), an estimated 200,000 Americans are thought to have the sleep disorder, although the actual numbers may be higher, because many symptoms of narcolepsy — excessive daytime sleepiness, cataplexy (sudden loss of muscle tone while you’re awake, often in response to strong emotions ), hallucinations — are often mistaken for other health issues, such not getting enough sleep or psychiatric or emotional disorders.

Rather than getting adequate, restorative sleep at night that fuels alertness during the day, people with narcolepsy get mixed signals from the brain about when to feel tired, which causes them to fall asleep at random, inopportune times, notes the Sleep Foundation.

While narcolepsy can affect people of any age, symptoms often start in childhood to early adulthood (roughly ages 7 to 25), according to NINDS. And according to the Sleep Foundation, it can take years for someone to get the right diagnosis.

“The age of onset of narcolepsy is usually adolescence, and it’s really a problem if kids don’t get treated,” says Thomas Roth, PhD, director of the Sleep Disorders and Research Center at Henry Ford Hospital in Detroit. The disorder itself doesn’t affect intelligence, he notes. “But it will certainly affect your ability to learn if you’re not treated properly.”

Why an Accurate Narcolepsy Diagnosis Is So Important

Kids with narcolepsy can go to school just like their peers, according to sleep-medicine specialist Richard Castriotta, MD, a professor of clinical medicine at the University of Southern California Keck School of Medicine in Los Angeles. The biggest hurdle is making sure students are diagnosed properly, he says, and many physicians are not trained to pick up on the sleep disorder.

“Sometimes [children] are diagnosed as having ADD [attention deficit disorder] or ADHD [attention deficit hyperactivity disorder], or are not diagnosed with anything at all, or people think they are lazy because they are always sleepy,” Dr. Castriotta says.

Getting an accurate narcolepsy diagnosis requires going to a sleep lab and undergoing a round of tests, according to Castriotta. But there are a few warning signs to look for in your student.

Watch out for “sleep attacks,” which is a sudden bout of overwhelming sleepiness that comes on quickly, regardless of how much the child has slept.

Having hallucinations right as they fall asleep or wake up is another symptom of narcolepsy, as is cataplexy, says Sudha Tallavajhula, MD, an associate professor of neurology at McGovern Medical School at The University of Texas Health Science Center and the medical director of the Neurological Sleep Medicine Center at TIRR Memorial Hermann in Houston.

If you see these symptoms in your child, you should have them evaluated by a sleep medicine specialist.

The Role of Narcolepsy Treatment and Prioritizing Sleep When It Comes to School Success

Once a student gets the right diagnosis, the key to minimizing the disruption that narcolepsy brings to their daily life and education is to establish a treatment plan.

Treatment for narcolepsy might include a medication to promote wakefulness, according to Castriotta. A study from the Sleep-Wake Disorders Center at France’s Gui-de-Chauliac Hospital, published in 2019 in Therapeutic Advances in Neurological Disorders, showed that medication can also aid in combating cataplexy episodes.

Working with a doctor to optimize medication dosages and schedules can help someone with narcolepsy feel most alert when they need to be, such as during class or study time, notes Harvard Medical School's Division of Sleep Medicine.

It’s common for children to have packed schedules — thanks to extracurricular activities, family obligations, schoolwork, and more — and sleep, unfortunately, is often sacrificed, says Dr. Roth. But for children with narcolepsy, cutting corners when it comes to proper rest is particularly dangerous, he adds.

“The most important thing is to be very protective of sleep loss,” Roth says. Students should maintain a rigid sleep schedule and not skimp on sleep to study for a big exam.

His advice is to try to sneak in more sleep breaks during the day. “For people with narcolepsy, naps are very refreshing,” says Roth. A good time to squeeze in a 15-minute nap is during lunch break at school (if this can be arranged with the school) or at home right after school. Most teachers and schools can accommodate a student’s need for brief, scheduled naps during the school day, according to a Case Western Reserve University review of treatments and accommodations for people with narcolepsy, published in 2020 in Nature and Science of Sleep.

Other adjustments that can help students with narcolepsy include:

Keeping a regular sleep schedule (going to bed and waking up at the same time every day, including on weekends)

Getting regular exercise, including exercise breaks, which can boost alertness

Limiting after-school activities to schedule adequate time for rest

Communication Between Teachers, Parents, and Students With Narcolepsy Is Important

Often, a teacher may be the first to notice that a student is having trouble staying awake in school or not keeping up with assignments, but they may assume the child or young adult is not sleeping enough at night. Likewise, parents may not realize that their child is falling asleep in class. This is why good communication can play an integral role in diagnosing narcolepsy.

Similarly, treatment and management of narcolepsy requires open and regular communication and teamwork among the child’s parents and other adults in their life. That’s why, in addition to proper treatment and following narcolepsy-healthy lifestyle habits, it’s important for parents to work with a child’s teachers, administrators, coaches, and aides to make sure the student’s needs are being met and stay up to date on any new problems the child may be facing.

This open line of communication can help keep everyone on the same page, manage expectations, and reduce stress, Castriotta notes.

What’s more, kids who feel they’re about to nod off in class can feel empowered to manage their condition without fear of being reprimanded.

Legally, there are two specialized education plans students with a disability (including narcolepsy) can request for accommodations to help them succeed at school, according to the Narcolepsy Network:

504 Plan A 504 plan outlines specific accommodations or modifications a student with a physical disability or medical condition may need. It also offers guidance on how each teacher should work with that student to accommodate them. These plans are typically developed by school staff and parents and reviewed at least once a year. They can be applied all the way through postsecondary education, notes the Narcolepsy Network.

IEP An individual education plan (IEP) outlines how needed accommodations and individualized education for children with learning disabilities will be provided. Teachers, school staff, and parents put together the plan, which requires an assessment by a licensed school psychologist, according to Wake Up Narcolepsy. (It should also include transition planning but is not available after high school.)

The National Center for Learning Disabilities (NCLD) is a good source of information about both types of plans and how to apply for them. For example, the NCLD page about 504 plans describes the school evaluation and assessment process and provides links to more information.

And the NCLD’s page on IEP plans describes, among other things, the important components of an IEP.

Some accommodations that might help a child with narcolepsy manage the condition and keep up with their studies — either as part of a 504 plan or IEP or simply arranged with the child’s school — include:

Getting note-taking assistance or a backup note taker, so if a bout of extreme sleepiness occurs during class, the student has a record of what was missed

Recording lectures

Scheduling classes around when the student is most alert

Scheduling naps

Adjusting or negotiating deadlines (Concentrating for long periods of time can be especially challenging for people with narcolepsy, says Roth.)

Allowing the student to stand up during class to walk around to help maintain alertness (Remaining sedentary for too long can decrease alertness in people with narcolepsy.)

Giving the student extra time or active breaks during exams

Tips for Navigating College Successfully if You Have Narcolepsy

College students with narcolepsy will also face some challenges, but with the right treatment and management strategies, they can successfully navigate this milestone. Here are a few tips that may be helpful for college students with narcolepsy:

Be mindful of the negative effects of long nights spent partying and drinking. Alcohol disrupts sleep, which can exacerbate narcolepsy symptoms the following day. Plus, staying up significantly later than usual can disrupt your regular sleep schedule and worsen narcolepsy symptoms.

Prioritize sleep. It’s not just long nights spent socializing that disrupt sleep. Pulling a late night or all-nighter to study for an exam or finish a project can also wreak havoc on your sleep schedule and incite narcolepsy symptoms. College-age students must protect their sleep and get between seven and eight hours every day, Castriotta says.

Set aside time for naps. Scheduling classes so there is time to take a midafternoon nap may help, Castriotta adds.

Find a sleep medicine specialist near campus. If you’re attending a college far from home, consider finding a sleep specialist near your school in case your symptoms worsen or change. “Staying with your current doctor is fine if your narcolepsy has been stable for a while without medication changes,” Castriotta says. “But if problems crop up, such as new symptoms, increased fatigue, or irritability, it may be helpful to also have a doctor close to school.”

More Resources for Students With Narcolepsy

One of the challenging aspects of narcolepsy is that so few people understand its profound effect on everyday life, according to teens with the sleep disorder who were interviewed by the Narcolepsy Network.

Joining a narcolepsy support group can be a tremendous resource for people with the condition — as well as their parents and loved ones — to better understand how others deal with the same challenges, says Roth. The Narcolepsy Network and Wake Up Narcolepsy are two organizations that have several groups in different locations across the United States.

Both organizations also offer several resources for students with narcolepsy, including information on:

Standardized test accommodations

Getting a 504 plan

Clinical trial opportunities

Events for deeper involvement and to spread awareness

Referrals for sleep centers and specialists

Driving laws in each state

Where to find support groups

Finally, keep in mind that students of all ages with narcolepsy can do well in school with the right diagnosis, lifestyle adjustments, medication, and support. While it is a condition that cannot be cured, many people can successfully manage their condition, particularly if the disease is caught early.

With additional reporting by Sari Harrar.

Editorial Sources and Fact-Checking

Narcolepsy. National Institute of Neurological Disorders and Stroke. March 16, 2020.

Narcolepsy. National Sleep Foundation. September 11, 2020.

Barateau L, Dauvilliers Y. Recent Advances In Treatment for Narcolepsy. Therapeutic Advances in Neurological Disorders. September 26, 2019.

Living With Narcolepsy at School. Division of Sleep Medicine at Harvard Medical School. February 21, 2018.

For Students. The Narcolepsy Network k.

ADAAA and Section 504: Understanding Section 504. National Center for Learning Disabilities.

Individuals With Disabilities Education Act (IDEA). National Center for Learning Disabilities.

Narcolepsy Treatment. National Sleep Foundation. September 11, 2020.

High School With Narcolepsy. The Narcolepsy Network.

School Accommodations for Students with Narcolepsy. Narcolepsy Network. 2019.

504 vs. IEP: What Does Your Child Need. Wake Up Narcolepsy.

Barker EC, FlygareJ, Paruthi S, Sharkey KM. Living With Narcolepsy: Current Management Strategies, Future Prospects, and Overlooked Real-Life Concerns. Nature and Science of Sleep. July 16, 2020.

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How Narcolepsy Affects School and Learning

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Narcolepsy that is not treated or managed properly can lead to persistent excessive daytime sleepiness, which can affect the ability to focus and learn properly at school.

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Assistive technology in the classroom helps to ensure students with disabilities have the same opportunity for education as students who do not have disabilities. Assistive technology helps schools and teachers deliver on the promise of educational equity. Exploring how students with learning disabilities and other impairments use assistive technology in virtual and physical classrooms illuminates its vital role.

What Is Assistive Technology?

Assistive technology can be any product or tool that helps people with disabilities learn, work, and live more productive lives. Ranging from simple mechanical devices to sophisticated hardware and software, assistive technologies address a wide range of disabilities.

Examples of Assistive Technology

Many household items-timers, calculators, and magnifiers, for example-can help address specific disabilities. Advanced and emerging technologies such as virtual reality also serve assistive learning purposes. The following tools are some of the more common examples of assistive technology:

Audio recorders can be used to capture lectures and discussions that students with auditory processing disorder might miss.

Closed captioning allows students with auditory disabilities to learn from video-based lessons.

Color overlays and line readers, including basic physical objects and software-based tools, can help students with attention deficit disorder and the visually impaired.

Flexible furniture, including standing desks and adjustable seating, can help students with mobility issues.

Graphic organizers, including paper and digital versions, help students with learning disabilities and executive function disorder.

Pencil grips enable students with fine motor skill problems to use writing utensils.

Personal listening devices capture teachers' voices more clearly with microphones that connect to a personal speaker or earpiece via FM radio waves, Wi-Fi, or Bluetooth.

Special keyboards address a range of learning needs, from braille for the visually impaired to alternative layouts that address physical and cognitive disabilities.

Speech-to-text software lets students with speech disabilities communicate.

Text-to-speech software helps students with speech disabilities, impaired vision, attention deficit hyperactivity disorder (ADHD), and various learning disabilities.

The Importance of Assistive Technology

More than 7 million students ages 3-21, or 14 percent of all public school students, receive special education services in the United States, according to the National Center for Education Statistics. A third of those students have a specific learning disability, such as dyslexia.

Other major categories of disability are wide ranging: * Autism spectrum disorder * Developmental delay * Emotional disturbance (anxiety and depression, for example) * Intellectual disability * Hearing impairment * Orthopedic impairment * Speech or language impairment * Other health impairments (a broad category that encompasses many conditions that limit a student's strength, energy, or alertness)

Not all students with disabilities require or are eligible for assistive technology, but the prevalence and variety of disabilities underscores the importance of such learning aids.

Who Qualifies for Assistive Technology?

To be eligible for special assistance, students must be evaluated by a team of professionals who assess their disability. Qualifying students receive an individualized education program (IEP), which defines learning needs, sets goals, and describes how teachers will help the student learn. Schools are required to provide assistive technology if the IEP team determines it is necessary.

Students who do not qualify for an IEP, which is authorized under the Individuals with Disabilities Education Act (IDEA), may still qualify for assistive technology under a 504 plan, which is authorized under Section 504 of the Rehabilitation Act. IEPs and 504 plans are similar, but whereas an IEP addresses a child's special education needs resulting from specific disabilities, a 504 plan provides services for a child with any disability that interferes with their ability to learn.

While some disabilities and associated needs are readily apparent, others require extensive testing. People with learning disabilities or learning differences, for example, are typically of average or above-average intelligence, according to the Learning Disabilities Association of America (LDA). They simply process information differently, and the effects of their disability may be limited to a specific area. LDA groups learning disabilities into five categories:

1. Dyscalculia affects a person's ability to understand and learn numbers and math.

2. Dysgraphia affects a person's handwriting ability and fine motor skills.

3. Dyslexia affects reading and language processing skills.

4. Nonverbal learning disabilities include challenges related to interpreting facial expressions or body language.

5. Oral/written language disorder and specific reading comprehension deficit affect a person's reading comprehension or spoken language.

Related disorders such as ADHD, dyspraxia (affecting muscle control), and executive functioning disabilities (weakness in cognitive management systems), while not learning disabilities by definition, commonly occur with learning disabilities, according to LDA.

Assistive Technology Implementation Challenges

The benefits of assistive technology for students with learning disabilities are manifest, but implementing such tools in classrooms can cause challenges:

Staff training. Teachers and staff may require special training to help students set up and utilize more sophisticated assistive technology aids.

Lesson planning. Integrating the use of assistive technology with established lessons and classroom dynamics can require additional planning.

Technical difficulties. Technology failures can disrupt learning and teaching.

Assistive Technology in Virtual Classrooms

Many assistive technologies are digital and easily adapted to online use and remote environments, but virtual classroom integration can have unique challenges. Students who require the use of assistive technologies in classroom and home environments may require additional support for remote setup, and the transportation of equipment to and from school places additional responsibilities on students and families.

Such challenges have not stopped teachers from delivering on the promise of equal opportunity for education, however. Assistive technology has been successfully integrated into physical and virtual classroom settings. The COVID-19 pandemic has magnified some of the challenges associated with remote learning, but teachers continue to adapt and find new ways to enable learning for all students. Helping schools to acquire and utilize technology-including tools designed to help students with disabilities-has never been more important.

Creating More Equitable Learning Environments

Providing students with the tools they need to fully participate and learn is a fundamental responsibility of education. For students with disabilities, assistive technology can be the key to an equitable learning environment.

Educators interested in providing an equal education to all students, including those with disabilities, should explore American University's School of Education. Through its Online Master of Arts in Teaching (MAT) and Online Master of Education (MEd) in Education Policy and Leadership, American University's School of Education prepares teachers and policy makers to excel in the digital age. Find out how American University's School of Education trains educators to transform the education system to benefit all learners.

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Assistive Technology in the Virtual and Physical Classroom | American University

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Assistive technology helps people with disabilities learn, work, and live more productive lives. Explore the importance of assistive technology in the classroom.

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This website explains what a 504 Plan, what types of students are eligible for a 504 plan, and the process of getting one for a student.

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A 504 plan is a plan that enables students to get the the extra support they need within the classroom.

The types of students eligible for a 504 plan are those with ADHD, ASD, Epilepsy, Diabetes, hearing or vision impairments, or some form of physical or mental condition.

504 plans are typically started by someone raising concern that a student might need one, and a 504 team meeting to examine the student's work to determine if they need one.

504 plans can give students extra time on tests, special seating, allowed visits to the nurse's offices, modified textbooks that can be read aloud, or speech to text programs for writing.

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The article explains what narcolepsy is, how it can impact a student's learning, and how teachers can help accommodate students with narcolepsy.

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Narcolepsy is a sleep disorder that results from the brain sending mixed signals during sleep resulting in lack of restful sleep.

Narcolepsy can impact students learning by making them not as alert during classes, and they might possibly fall asleep during class.

Some actions teachers can take to help is to allow the student to walk around to help stay alert, encourage them to keep a steady sleep schedule, and trying to get the student an IEP or 504 plan for additional help.

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This website goes over what assistive technology is, some examples of assistive technology, who qualifies for assistive technology, and the challenges of implementing assistive technology into the classroom.

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Assistive technology is any device that helps students with disabilities learn.

Assistive technology is important as 14% of all students ages 3-21 receive special education services.

Students will either need a 504 plan or an IEP to qualify for assistive technology in the classroom

There are challenges to implementing assistive technology such as staff training, lesson planning, and technology failures.

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Your child having a disability will impact everyone in your family in different ways.

It is important to learn about the disability your child has, as you may have to advocate for what your child needs.

You have many resources available to you as a parent of a child with a disability as there are laws protecting your child's rights and that give them resources to help them with their disability.

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This website describes the struggles parents go throughout the entire journey of raising a child with a disability. This goes over everything from discovering your child has a disability to the resources available to your child if they have a disability.

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When is a child's eligibility for special education and related services determined?

In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services. Who makes the decision about whether a child is eligible for special education and related services?

The parent of the child and a team of qualified professionals must determine whether the child is a child with a disability and in need of special education and related services.

(The determination of whether a child suspected of having a specific learning disability is a child with a disability, must be made by the child's parents and a team of qualified professionals which must include the child's regular teacher; or a regular classroom teacher qualified to teach a child of his or her age if the child does not have a regular teacher; or, for a child of less than school age, an individual qualified by the SEA to teach a child of his or her age; and at least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher.)

What must the team consider in determining eligibility?

In interpreting evaluation data for the purpose of determining if a child is a child with a disability and in need of special education, each public agency is to draw upon information from a variety of sources, including aptitude and achievement tests (but not restricted to these results), parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior.

Are there additional procedures for evaluating children and determining the existence of a specific learning disability?

Yes. IDEA includes the following additional procedures when evaluating and determining the existence of a specific learning disability:

1. A team may determine that a child has a specific learning disability if:

The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child's age and ability levels; and

The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

2. The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

A visual, hearing, or motor impairment;

intellectual disabilities;

Emotional disturbance; or

Environmental, cultural or economic disadvantage.

3. Observation:

At least one team member other than the child's regular teacher shall observe the child's academic performance in the regular classroom setting.

In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

4. Written report For a child suspected of having a specific learning disability, the documentation of the team's determination of eligibility must include a statement of:

Whether the child has a specific learning disability.

The basis for making the determination.

The relevant behavior noted during the observation of the child.

The relationship of that behavior to the child's academic functioning.

The educationally relevant medical findings, if any.

Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

The determination of the team concerning the effects of environmental, cultural, or economic disadvantage.

Each team member shall certify in writing whether the report reflects his or her conclusion. If it does not reflect his or her conclusion, the team member must submit a separate statement presenting his or her conclusions.

What are the two components that must be present in order for a child to be eligible for special education and related services?

In order for a child to be declared eligible for special education and related services it must be determined that the child is a "child with a disability" and is in need of special education and related services.

How does the law define a "child with a disability?"

The term "a child with a disability" means:

A child evaluated according to IDEA as having intellectual disabilities, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance (referred to in IDEA as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and

Who, by reason thereof, needs special education and related services.

Is there a non-categorical designation of a child with a disability in addition to the above categories?

At the discretion of the State and Local Education Agencies, a "child with a disability," aged three through nine, may include a child who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who, by reason thereof, needs special education and related services.

What does IDEA require when determining eligibility for special education and related services based on "developmental delay?"

When determining eligibility for special education and related services based on "developmental delay" rather than a specific category, IDEA requires the following:

If the state decides to allow eligibility based on developmental delay, local districts will be able to choose whether or not they wish to follow suit. If the state does not adopt the developmental delay category, local districts may not use the category for establishing eligibility for special education and related services.

States may not require local districts to adopt and use the term "developmental delay" for any of its students.

States that adopt the developmental delay category may apply it to children aged three through nine or a subset of that age range, e.g. aged three through five

States and local districts who choose to use the developmental delay category may also use one or more of the specific categories.

States may adopt a common definition of developmental delay for its programs under IDEA, Parts B and C.

If a local district uses the developmental delay category, it must conform to the state's definition of developmental delay and the age range adopted by the state.

What are possible implications for students with learning disabilities when they are identified as having a developmental delay?

The use of a "developmental delay" category to determine whether a child is eligible for special education and related services could make it possible to identify some children early before they experience failure in school and fall behind their peers. Many children with learning disabilities show delays in one or more of the areas specified. There is, however, some concern that children with learning disabilities will be included in the "developmental delay" category without identifying the specific processing disorder/s present and, thus the specific intervention strategies needed will not be provided. Parents should ensure that:

Assessment tools and strategies used gather relevant functional and developmental information.

Tests and other evaluation materials used include those tailored to assess specific areas of educational need.

Assessment tools and strategies provide relevant information that directly assists persons in determining the education needs of the child.

Since States and Local Education Agencies are not mandated to follow a certain course, but can make a choice regarding whether to use "developmental delay" for children aged three to nine, parents need to determine the eligibility criteria used by their State and Local Education Agencies. Contact special education administrators at the State Department of Education or the local school district for this information.

Are there other non-categorical designations?

Some states have expanded the non-categorical age past the "developmental delay" age span (3 through 9 years) to include students birth through twenty-one years of age. If states use a designation instead of categorical disabilities, certain guidelines must be followed. While the state determines the criteria for eligibility, the team must provide a comprehensive evaluation of the child that could determine a disability as defined by IDEA.

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Eligibility: Determining Whether a Child is Eligible for Special Education Services

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In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services.

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A common question I receive from parents of kids with low vision or people who are losing their sight is about the most common classroom accommodations for low vision students. Even as my vision has changed over time, my accommodations have stayed fairly consistent from middle school to high school and then to college. Here are the most common classroom accommodations for low vision students, and how these accommodations can be helpful for Student Assistance Plans (SAPs), 504 Plans, Individualized Education Plans (IEPs), and college Disability Services files.

LARGE PRINT

Having access to print and digital materials in large print is incredibly important for me, as I am unable to read standard print sizes, and is a very common classroom accommodations for low vision students. Over time, the exact font size I need has increased, though I have always had a preference for Arial font. When I was in middle school, I asked to have assignments in 18 pt font, then changed it a few years later to be 24 pt font. Now that I am in college, I receive paper assignments in 36 point font so I can ensure I don't miss any details.

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PREFERENTIAL SEATING

While I haven't taken many large lecture hall classes in college, having preferential seating has been very helpful in ensuring I don't get stuck in the back of the classroom. I also appreciated having preferential seating in middle and high school so I could find the best place to see the board or the projector, and I didn't have to worry about moving around when the seating chart changed.

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MAGNIFICATION DEVICES

I've used both screen magnification and physical magnifying glasses in the classroom to make things easier to read or to magnify smaller text items like exponents. I also use a desktop video magnifier/CCTV for taking tests in the testing center (more on that later) and find it extremely helpful for magnifying printed instructions or math tests. Since I use a mix of different magnifiers, my accommodations just list that I am allowed to use magnification devices and does not list any specific tools.

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EXTENDED TIME ON TESTS/ASSIGNMENTS

When I am taking timed tests or doing timed assignments, I receive 1.5x time, or time and a half to complete the tests. This means that for a 60 minute test, I am allowed to have up to 90 minutes to take the test. I don't have to use my extended time if I don't need it, but I find it's helpful for helping to combat eyestrain or surprise technical difficulties with assistive technology. Some of my other friends who receive classroom accommodations for low vision receive double time or triple time on assignments.

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USE OF A SCREEN READER

When I was dealing with severe seasonal allergies that left my eyes almost swollen shut, I used a screen reader in the classroom to follow along with notes on the board, read my textbooks/assignments, and to take tests in various classes. I like to use bone conducting headphones for listening to my screen reader because I can still hear other people around me and follow along in class, though I have other friends who prefer to have one earbud in to listen to their screen readers.

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COPIES OF NOTES

My data science professors are awesome about giving me copies of class notes so that I can ensure I didn't miss anything when copying down information on the board, or let me have a closer look at diagrams or graphs. I prefer to receive typed or digital copies of notes whenever possible so I can read them clearly, though I also have had teachers that would give me handwritten notes to copy down so I didn't have to look at the board.

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ALTERNATIVE TESTING ENVIRONMENT

In college, I take tests in the Disability Services Testing Center, which is an approved accommodation for students with a variety of disabilities, and a common classroom accommodation for low vision. The testing center is quiet and close to my dorm, and gives me more space to take tests than a traditional desk. I can also use approved assistive technology devices and receive extended time that would be difficult to have in the traditional classroom environment.

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OTHER ASSISTIVE TECHNOLOGY ACCOMMODATIONS

Besides having low vision, I also have a neurological condition that can impact how I access technology or read information. Because of this, I have approval for other assistive technology accommodations such as modified keyboards, adapted calculators, speech-to-text input as needed, audio description for videos, and scanning devices. Whenever I use a new device, I show it to my professors and let them see how it works, and they are fine with me using the different assistive technology tools in the classroom.

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ACCESSIBLE FILE FORMATS FOR COURSE MATERIALS AND STANDARDIZED TESTS

I receive my textbooks in a digital accessible format, and when I was in Virginia Public Schools I took the Standards of Learning tests using a large print paper-and-pencil booklet. Even though I have large print listed as an accommodation for my class materials, an additional accommodation for tests and textbooks had to be listed in my high school IEP.

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ADAPTATIONS FOR CERTAIN ASSIGNMENTS OR CLASSES

In high school, I took adapted PE classes to satisfy the gym requirement for graduation, and I've also received other adapted assignments for classes where my low vision would put me at an unfair advantage. Some examples of this include being exempted from activities that involved flashing/strobe lights or flying objects, as well as modifying science labs so I wouldn't set the classroom on fire.

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FINAL THOUGHTS

By knowing the most common classroom accommodations for low vision students, students and families can know what accommodations to ask for when creating educational plans and ensure that they receive fair accommodations that can help them to be successful in the classroom.

By Veronica Lewis/Veronica With Four Eyes, www.veroniiiica.com

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Common Classroom Accommodations for Low Vision - Perkins School for the Blind

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The most common approved classroom accommodations for low vision - great for new students or going to college.

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All students with type 1 diabetes-no matter how independent they are-need the support of trusted, caring adults at school. If you have a student with type 1 diabetes, whether for all or part of the day, there are many simple ways you can help. Here are some suggestions:

Learn about type 1 diabetes. Start by exploring the resources on this website, or have a look at some of the other resources we have gathered.

Be familiar with the signs and symptoms of low blood sugar (hypoglycemia) and high blood sugar (hyperglycemia), and know what to do in an emergency.

Be familiar with the student's Individual Care Plan. Know who at the school has been designated to provide day-to-day support.

Ensure the student has easy access to supplies for blood glucose monitoring and treating low blood sugar (their "diabetes kit").

Ensure the student eats meals and snacks on time.

Talk to the student's parents at the start of the school year (or right after diagnosis), and agree on a way to share information as needed.

Provide parents with as much notice as possible about field trips, special events and changes to the school routine, especially where food or activity is involved.

If a student experiences a low blood sugar before or during a test/exam, allow a reasonable amount of time to treat and recover from the low (they may need up to an additional 30 to 60 minutes to complete the task).

Ensure that information about the student is available to supply teachers.

Support the student's self-care by allowing blood sugar monitoring at any time or anywhere, respecting the student's wish for privacy.

Know that a student may need to eat outside a planned meal or snack time.

Ensure that the student has unrestricted bathroom access, as well as access to water at all times. This is especially important when blood sugar is high.

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Diabetes at School | How teachers can support students with type 1 diabetes

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Diabetes at School is a Canadian resource for school staff, parents, and educators to support students with type 1 diabetes.

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This Tips for Parents article, authored by Ann Lupkowski-Shoplik, Ph.D., is from a seminar she hosted exclusively for Young Scholar parents. She provides numerous strategies on how to advocate for your gifted student in his/her school setting.
Obtain objective data and gather other information.
One of the most important things parents can do is obtain objective data, including achievement and ability test results, Achievement testing documents what your child has learned. Above-level testing (using tests that were designed for older students) helps to give a clear picture of your child's abilities. Information about your child's learning preferences and interests as well as anecdotes and examples of work your child has done at home are also helpful.

Gather information about how to work within your school system. Learn who the key players are, and understand who makes the decisions. Find allies within the system (your child's teacher or gifted coordinator may be an excellent advocate). Learn the appropriate educational jargon, including terms like differentiation, cluster grouping, self-contained classes, and subject-matter acceleration.

You are responsible for advocating for your child.
You can't assume school personnel will initiate a change in the standard school program for your child. Although many schools do have systematic identification measures and systematic programs, many do not. Learn as much as you can about your child's talent area. For example, if your child is especially talented in language arts, you'll need to learn about options for students with those strengths.

Research outside-of-school opportunities; don't depend on your child's school to fulfill all of your child's needs. Weekend programs and academic summer camps not only provide excellent academic experiences, but also give your child a chance to meet other like-minded peers. School personnel may or may not be aware of those programs. The website, http://www.hoagiesgifted.org/summer.htm, will give you a great start. Many programs offer generous scholarships to students needing financial aid.

Determine what your child's needs are.
At one point or another, you'll be asked what you want for your child. Go into a meeting prepared with an answer to that question. Decide what your goals are for your child and prioritize those goals in your mind. You might decide to focus on one specific subject area. For example, if your child is really interested in language arts, you might decide to focus on that area this year and not focus on the math placement. We'd like to be able to do everything at once, but sometimes it's just too much for the school personnel (or the parent!) to handle.

Decide what is reasonable to ask your school to do.
Reasonable accommodations for gifted students include: differentiation in the regular classroom, grouping with other talented students within the regular classroom, placing them in a separate class for high-ability students, participating in pullout programs, and moving up a grade for one or more subjects. Other options include working on independent study projects and participating in competitions and science fairs.

Some schools may be able to provide a mentor to work one-on-one with a student or provide supervision for a distance learning course at the appropriate level. Other schools may not have the budget or personnel for such provisions. Adjusting a child's schedule so he can move up a grade for math may be very easy in a larger school with multiple math periods. In a small school, there may be no way to work out this schedule change. Understand that school personnel have to work within budget and personnel constraints. Try to remain flexible as they suggest alternatives.

Differentiation within the regular classroom may be a good starting point for many teachers and talented students. Susan Winebrenner has written a book that is popular with teachers, Teaching Gifted Kids in the Regular Classroom. The book is filled with practical suggestions, and it's written in a teacher-friendly way.

Perhaps one of the easiest steps to take in the elementary grades is to request a specific teacher for a child. Jim Delisle (2006) recommends requesting a "style" rather than a particular teacher. For example, you might tell the principal that your child works best when the classroom is structured or when there is a lot of flexibility in assignments.

Interacting with school personnel: Keep it positive
After doing all of this research, you may be in the position of having more information than school personnel. This can be a delicate situation! You want to share your knowledge in a manner that is non-confrontational and helpful. Think consciously about how you are perceived by personnel in your child's school.

Set the stage for positive interactions with school personnel by volunteering for lunch or recess duty, offering to help with tasks like making bulletin boards, chaperoning field trips, etc. Also, remember that a little kindness goes a long way: consider writing emails to teachers telling them when your child enjoyed a topic or activity in school and write positive notes to principals, school board members, and other decision-makers when you are pleased with something that has happened at school.

Join a parent group, or start one!
The National Association for Gifted Children ( http://www.nagc.org) is a national organization for parents and teachers of gifted students. Their website offers many suggestions for advocacy. Consider joining an affiliated state organization or the local parent group. These organizations provide resources, annual conferences, and a way to meet other parents in similar situations. Parent organizations provide a real service. Not only do they help parents with similar concerns meet each other, but also they give them opportunities for education. For example, a local parent group might sponsor an information session directed at parents of gifted girls or a summer program expo.
How do you handle the situation where your child isn't happy in school, and all your efforts at advocacy aren't yielding results?
Tips for Talking to Teachers.
Sally Yahnke Walker (2002) provides excellent suggestions for talking with teachers:

1. Make an appointment. Don't just drop in.

2. Document what your child has done, said, or read.

3. Plan what you're going to say.

4. Choose your words carefully. Try to start with something positive.

5. Build a partnership and negotiate solutions. Work as a team.

6. Be diplomatic, tactful, and respectful.

7. Focus on what your child needs.

8. Listen.

9. Bring along your sense of humor.

10. Summarize what you have discussed and a time line. Plan a follow-up meeting.

Make sure your child has at least one good friend. Your child doesn't need 100 friends and doesn't need to feel "popular" all the time. However, your child does need at least one peer who has similar interests. This other child might be a little older or younger than your son or daughter. Try to facilitate their time together.

How will your child find that one good friend? Try to get him or her involved in a variety of activities: a sport, a musical activity, something with church or scouts. Encourage your child to participate in a summer or weekend program for gifted kids. Many children blossom in those environments. Even if they end up going back to the same situation at their 'regular' school, they know there are places where they fit in better and where academic excellence is appreciated.

Try to find other adults to mentor your child. You don't have to schedule weekly, formal sessions. Can your child chat with a high school teacher about a topic of mutual interest? Can the local Rotary or Kiwanis club match your child with an adult who has similar interests? Volunteering (especially for older students) might also facilitate these mentoring relationships.

Participation in contests and competitions is another way to challenge the student while also giving him/her a peer group.

Keep reminding yourself that this is temporary. New teachers come along, schools change policies, and new programs are developed.

Above all, be your child's chief cheerleader. Frequently remind your children that you appreciate their talents and accomplishments, and you value academic excellence.

Making Decisions about Acceleration
Parents of many exceptionally talented students realize that their children aren't experiencing a good 'match' with the current school curriculum. One of the effective ways to make a better match is through acceleration. Acceleration can be an intimidating topic, since society in general and many school personnel are extremely concerned about the impact of acceleration on social adjustment. One helpful tool in making decisions about grade-skipping or moving ahead in one subject is the Iowa Acceleration Scale. This tool was designed to facilitate the conversation between parents and school personnel. Rather than focusing on one aspect of acceleration (such as socialization), the IAS helps the parties involved think about all important aspects.

Beginning the conversation about acceleration may be very difficult; some schools even have anti-acceleration policies in place! The report that will be released in April 2015, A Nation Empowered ( http://www.nationempowered.org), provides up-to-date information about 60 years of research documenting the success of acceleration as an intervention for academically talented students. Additionally, the Acceleration Institute ( http://www.accelerationinstitute.org, housed at the Belin-Blank Center at the University of Iowa) provides extensive resources on acceleration. The evidence supporting acceleration for gifted students is clear and indisputable; however, teachers and administrators are not likely to be well-versed in the topic, since colleges of education do not always teach this information.

Can students be involved in advocacy?
When kids are young (preschoolers and early elementary), parents need to make decisions for them. They can certainly tell you when they are unhappy in a school situation, but they aren't going to be able to tell you how to fix it. As they get older, students should take on more responsibility for advocating for themselves. Think consciously about helping them learn the skills of advocacy. They can learn to approach a teacher and ask for more challenging work, for example.
Resources
What kind of an impact can I have?
Making changes in a "system" is difficult. For example, getting a school district to develop a program for mathematically-talented students could take years, and it may not be a realistic goal to expect the program to be ready for your child. However, working with your school to make individualized accommodations for your child during the school day could happen as soon as next week.

It's practical to seek changes for your child that can be accomplished in the near future. However, the changes made for your child highlight the need in the school system for new programs or accommodations for other academically talented youth. As a result, the interactions you have with school personnel on behalf of your child can influence future programs for gifted students. Be assured that your advocacy today can have a positive impact on someone else's child in the future.

Assouline, S. G., & Lupkowski-Shoplik, A. (2005). Chapter 2, Advocacy. In Developing Math Talent. Waco, TX: Prufrock Press.

Smutney, J. (2002) Communicating Effectively with Your Gifted Child's School. Parenting for High Potential. National Association for Gifted Children (NAGC).

Davidson, Jan and Bob (2004). Genius Denied: How to Stop Wasting our Brightest Young Minds. New York: Simon & Schuster.

Gilman, Barbara Jackson (2008). Academic Advocacy for Gifted Children: A Parent's Complete Guide. Scottsdale, AZ: Great Potential Press.

Parenting Tips on Educational Advocacy: https://www.davidsongifted.org/Search-Database/entry/A10286

Rogers, Karen. (2002). Re-Forming Gifted Education: Matching the Program to the Child. Scottsdale, AZ: Great Potential Press.

Walker, S. Y. (2002). The Survival Guide for Parents of Gifted Kids: How to understand, live with and stick up for your gifted child. Minneapolis: Free Spirit.

Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis: Free Spirit Press.

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How to Advocate for your Gifted Student at School | DA

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Tips and tricks to help you advocate for your gifted student at school, authored by Ann Lupkowski-Shoplik, Ph.D.

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This website is meant for anyone who knows someone with visual impairments in school

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This website is meant for anyone who knows someone with visual impairments in school

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This website goes over everything a parent might need to know regarding the process of their child being identified with a disability.

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This website goes over the common accommodations provided to students with visual impairments.

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This website goes over some preparations teachers can make for students with type 1 diabetes.

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This website gives parents advice on how to advocate for their child if they are performing above expectations for their grade level.

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Both the parents and the child's classroom teacher are required to start determining if a child has a disability.

IDEA specifies the procedures that goes into identifying a child with a disability.

What a child with a disability is, is also defined in IDEA.

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As this website just goes over the resources available for students with visual impairments. I will just list some of the important resources they have access to.

Large Print

Preferential seating

Magnification devices

Extra time on tests

Screen readers or text to speech

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Make sure you are familiar with type 1 diabetes and how this can impact your classroom.

Ensure the student has access to food and water at all times to help them deal with high and low blood sugar.

Give students extra time for during exams if they start experiencing low blood sugar during an exam, then give them extra time on the test to recover from the low blood sugar.

Support the student's self care, and the student monitoring their blood sugar at any time.

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Gather objective data about your child's performance in school.

You are responsible for advocating for your child, and you need to determine what your child's needs are.

You need to decide what it is reasonable for your school to do for your child.

If your efforts aren't yielding any results, try to find ways to keep your child engaged in subjects, and keep supporting your child and advocating for them as schools can change.

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At a glance

RTI aims to identify kids who are struggling in school.

It uses targeted teaching to help them catch up.

An important part of RTI is measuring progress and providing more support to kids who need it.

If you look inside any general education classroom, chances are good that you'd see different students struggling for different reasons. It can be hard for a teacher to tell right away which students are struggling or why.

Response to intervention (RTI) aims to identify struggling students early on and give them the support they need to thrive in school. The word intervention is key to understanding what RTI is all about. The goal is for the school to intervene, or step in, and start helping before a student falls really far behind.

Teachers can provide targeted teaching - called interventions - to help struggling students catch up. A big part of the RTI process involves closely monitoring student progress. That way the school can see which students need more academic support.

RTI isn't a specific program or type of teaching. It's a proactive approach: RTI measures students' skills and uses this data to decide which interventions to use.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Elaine M. Niefeld, MA, MBA is a consultant and former associate director of the RTI Action Network.

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Response to intervention (RTI) is a multi-tier approach that aims to identify struggling students early and help them catch up. Learn what RTI is and how it works.

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This website goes over the details of how Response to Intervention works, and how it helps students and teachers.

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RTI involves a team of teachers to track students progress and determine if they need more intervention.

three tiers of intervention

tier 1 is no intervention (general education classroom)

Students get small group intervention at tier 2

in tier 3 students receive intensive intervention

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This website is meant for parents and educators

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This website is meant for parents and educators

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School of Professional Studies at Wake Forest University

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Learn about this innovative teaching approach and how it adapts to each student’s unique learning needs while encouraging engagement and inclusivity.

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This website goes over how differentiated instruction works, how it helps students, and some examples of differentiated instruction.

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Differentiated instruction is a method of teaching that adjusts instruction to meet the needs of all students.

Teachers can differentiate content by offering various levels of reading material, allowing student choice in texts, and using reading buddies.

You can differentiate how students learn, students' projects, and your classroom environment.

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7 Tips to Support Dual Language Learners in the Classroom - CityU of Seattle

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Support dual language learners in the classroom with these effective strategies to create an inclusive environment.

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This website contains several tips for teachers to help them teach dual language learners. It also answers a few questions teachers might have about dual language learners

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Value your diverse cultural and linguistic backgrounds in your classroom.

Employ different instructional strategies such as lectures, small group work, games, projects, and class discussions

Foster a collaborative atmosphere in your classroom

Make use of visual aids to help connect words to concepts

Promote interactive learning through games and activities

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Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner.

The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude.

The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.

Overview

This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed.

What Kinds Of Tests Are Covered?

Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.

Examples of covered exams include:

High school equivalency exams (such as the GED);

High school entrance exams (such as the SSAT or ISEE);

College entrance exams (such as the SAT or ACT);

Exams for admission to professional schools (such as the LSAT or MCAT);

Admissions exams for graduate schools (such as the GRE or GMAT); and

Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments).

What Are Testing Accommodations?
Testing accommodations are changes to the regular testing environment and auxiliary aids and services that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests.
Examples of the wide range of testing accommodations that may be required include:

Braille or large-print exam booklets;

Screen reading technology;

Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays;

Extended time;

Wheelchair-accessible testing stations;

Distraction-free rooms;

Physical prompts (such as for individuals with hearing impairments); and

Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin).

Who Is Eligible To Receive Testing Accommodations?

Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual's impairment substantially limits a major life activity.

A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be "substantially limited" in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example:

The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks.

The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects.

A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain.

A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population.

What Testing Accommodations Must Be Provided?

Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual's aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual's impairment (except where the impaired skill is one the exam purports to measure).

Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one's ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual's understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation.

What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations?

All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation.

Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested.

Examples of types of documentation include:

Recommendations of qualified professionals;

Proof of past testing accommodations;

Observations by educators;

Results of psycho-educational or other professional evaluations;

An applicant's history of diagnosis; and

An applicant's statement of his or her history regarding testing accommodations.

Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate's disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation.

Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test.

Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT.

Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)³ or a Section 504 Plan,⁴ he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations.

Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request.

Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate.

Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate's request for the same testing accommodations without requesting further documentation.

First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate's history, including informal testing accommodations, to determine whether that history indicates a current need for testing accommodations.

Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists.

Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor's letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam.

Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry.

Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations.

A qualified professional's decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report.

How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations?

A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test. In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities.

Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA.

Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. "Flagging" is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities.
To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number:
For persons with disabilities, this publication is available in alternate formats.

Duplication of this document is encouraged.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Originally issued:

Last updated:

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This document provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests.

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This website goes over the various testing accommodations that students with disabilities can get. It also goes over who is eligible, and what documentation is required to prove yourself eligible.

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Students with disabilities can receive accommodations on any High School/College entrance exam, High School equivalency exam, admission exams for Professional or Graduate Schools, and licensing exams for trade purposes.

Students with disabilities can receive braille/large print exams, screen reading, extended time, distraction free rooms, and scribes to transfer answers.

How individuals with disabilities are eligible for testing accommodations.

Recommendations from qualified professionals, observations by teachers, an applicant's history of diagnosis, and the evaluation results of professionals.

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This website/pdf details the 504 protections for students with bipolar disorder, the details on bipolar disorder, and what schools are required to do for the student with bipolar disorder and what they might have to do if they fail to provide sufficient support.

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Bipolar disorder can make students intensely happy for extended periods of time before or experience frequent unprovoked sadness, have a short temper, have decreased interest activities they previously enjoyed, and difficulty communicating with peers.

Students with bipolar disorder should be provided a support person, extended time on quizzes, tests, and exams, and the ability to leave school for medical treatment

If a school fails to provide the appropriate support for a student with bipolar disorder. Then the student will be able to re-take classes or exams without consequence, be provided individualized behavioral supports, and get all absences incurred due to bipolar disorder symptoms or treatments excused.

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This website is meant for parents and school administrators

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This website is meant for parents and school administrators

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Using Choice Boards with Gifted and Talented Students

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Choice boards are a great tool to give students ownership over their own learning. By offering structured options, students feel empowered, leading to more engagement, ownership, and success. What …

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Building Resiliency

The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges. To facilitate a predictable and consistent environment, we create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines. Here are four strategies that have really worked with my students.

1. Brain-Based Learning Centers

In my classroom, students can go to one corner to recharge and calm down from negative emotion. This corner is called the "amygdala first aid station" as the amygdala is the fight/flight/freeze center in the brain. Students needing a quiet area with tables to study or to complete work can go to the "hippocampus area," named after the part of the brain that memorizes and connects new information to what we already know. Finally, the "prefrontal cortex area"-named after the problem-solving center of the brain-includes tables and collaborative spaces for students who are ready to discuss projects or ideas, watch documentaries, and collaborate. When we teach students about their brain functions and connect them to specific activities, they become more self-aware and fluent in their own cognitive processes. Check out my post " Brain Labs: A Place to Enliven Learning " for a helpful resource as you think about how to design predictable and safe spaces to learn, socialize, and recharge.

2. Personalized Check-In Notes

If students are in a negative brain state, we must regulate behaviors before any learning will occur. The best way I have found is to first attend to their emotional temperature, to let them know I am present and available no matter the negative behaviors. To connect with and create consistency for a diverse array of students with different needs, I use waiter and prescription pads as a way of personalizing communication throughout the day. These are particularly effective for reaching those students who don't respond to spoken communication. Share notes, small goals, affirmations, and requests to maintain individualized consistent connections. Once the task or goal has been ordered and received, you can create fun ways to make a payment or incentivize.

3. Structured Emotional Support

The "2x10 Strategy" developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation-either written or in-person-with a student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85 percent improvement in that one student's behavior. In addition, he found that the behavior of all the other students in the class improved.

4. Locked Journal for Safe Self-Expression

When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes. A locked journal can give students a safe place to release anxiety while maintaining control over their own privacy. If a student chooses to write or draw their feelings and thoughts through this format, we discuss how this journal can become a trusted friend, and how they might be able to use it to prototype creative forms of expression to be shared under the appropriate circumstances.

Delivery Matters

In working with students, your method of delivery will make a big difference. Students who are emotionally shut down and unresponsive to words may respond better with written notes. You can create note cards for directions, choices, or explanations, and give students the opportunity to write their responses rather than speak. All behavior is communication. Although I might not get a verbal response from a student, I always keep trying with the option of sharing notes and letters.

What I am learning every day-even as a seasoned educator-is that I must regulate behaviors before any learning will occur, and the strategies above have helped immeasurably. Students who struggle with emotional disturbances are some of our most vulnerable, but when we can create predictable and consistent supports for them, their inner resilience can shine.

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Reaching Students With Emotional Disturbances

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The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges.

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I recently came across an article titled Don't Use Text To Speech Software For eLearning. In it, the author argues that using Text To Speech for eLearning can present information, but doesn't actually help students learn. He claims that only a good teacher or trained voice talent can successfully teach.

Working in the Text To Speech industry myself, I've spent a lot of time looking into why Text To Speech is used for eLearning purposes, and how it affects a student's learning experience.

First off, the why can be answered with one word, accessibility. Much like how eLearning makes education more accessible to students outside of the classroom, Text To Speech makes the content within an eLearning course more accessible to students by reading it out loud. This is especially beneficial to students with visual or learning disabilities.

Text To Speech is also an economical and time-saving solution when compared to hiring a voice talent. It is cheap and very easy to implement. Because of these reasons, we have seen many eLearning providers turn to Text To Speech to enunciate their courses.

The original article touches on all of these points and doesn't dispute them. However, the author goes on to say that learning does not easily take place with Text To Speech and compares it to a dry, mono-toned lecturer that is unable to engage with the listener. In short, he claims that Text To Speech doesn't positively benefit a student's learning experience.

First, as I mentioned earlier, I've looked a lot into how Text To Speech affects a students learning experience. Over the past decade a lot of research has been done on this topic. Overwhelmingly, the results show that Text To Speech is indeed beneficial to students and helps them learn. I'll highlight a few of these studies below.

Second, I disagree that Text To Speech is dry and can't engage with the listener. The technology has advanced greatly over the past few years and sounds incredibly realistic (if you choose a high-quality Text To Speech provider that is). A natural sounding Text To Speech voice can easily bring life to any text.

I'll touch on this later as well, but first, let's get to the research.

What Research Says About The Effectiveness Of Text To Speech

To start, a study published in the Journal of Special Education Technology wanted to see if Text To Speech improved literacy abilities. Students who had literacy difficulties were broken up into groups with one of the groups given assistive software (Text To Speech) to help them read. The students in assistive software group saw an improvement in reading comprehension, spelling error detection, and understanding word meanings. The rest of the students in the control groups saw no significant improvement in any of these areas.

Another study, which you can read in its entirety here, also tested the effects of Text To Speech on struggling high school readers. The results found that the participants using Text To Speech software with their reading materials had significantly improved their reading skills.

In these cases, being able to hear the text, as opposed to just reading it, significantly helped the students improve their reading comprehension. Even though it wasn't a real human reading out the text to them, they were still able to learn better thanks to the Text To Speech software.

Two more studies published in the Journal of Special Education Technology tested the effectiveness of Text To Speech for students with special needs.

The first one examined the effects of a Text To Speech screen reader on students who had learning disabilities ranging from traumatic brain injuries, autism, cognitive disabilities, and emotional disabilities. The results showed that the students using the Text To Speech reader had improved their performance in school. The researchers concluded Text To Speech positively affected the student's learning experience by helping them understand concepts better and keeping them motivated.

The other study involved giving students with moderate learning disabilities a reading in Microsoft Reader to go through while at home. Students who were provided with Text To Speech tools were better able to independently understand the information. This study showed that Text To Speech can help students with learning disabilities learn and study on their own.

Now, I'm not saying that the same results wouldn't have been achieved in each of these cases if a pre-recorded voice talent had read the text aloud. However, these studies did prove that Text To Speech technology on its own successfully helped the students learn. In each of these studies, as well as several others I've read, Text To Speech improved the student's learning experiences.

I have no doubt in saying that using Text To Speech for eLearning is beneficial to students. The claim that Text To Speech only presents information without actually teaching doesn't hold up against the research.

Text To Speech Voices Can Be Engaging

The other point I wanted to make was that Text To Speech technology has advanced enough that it can be very engaging, as opposed to dry and boring. Text To Speech might be known for the robotic sounding voices of the 90s, but times have certainly changed. High-quality voices can have a surprisingly human-like sound to them. Here's a short exert from a lesson about Benjamin Franklin. You can listen to it be read aloud by NeoSpeech's Julie voice here.

"Ben Franklin, a signer of the Declaration of Independence, was also a scientist, philanthropist, statesman, civic leader, and diplomat. He is considered one of the Founding Fathers of the United States."

As you can hear for yourself, a modern, high-quality Text To Speech voice can sound very realistic, and a big part of that is because Julie's Text To Speech engine analyzes every piece of text it receives to understand the meaning and context of the text. Once the engine has applied meaning to each word and sentence, it inserts proper inflection, tone, and timing throughout the speech.

A side note on that point, notice that I said a high-quality Text To Speech voice can do those things. If you want your eLearning Text To Speech voice to be as engaging as possible, make sure you don't skimp out on quality.

The research shows that Text To Speech technology in eLearning is beneficial to students. The voices can be engaging which helps the students learn. Plus, a Text To Speech engine can instantly convert any length of text into speech, as opposed to a voice talent who has to be scheduled to perform a recording and is often much costlier than a Text To Speech solution.

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Research Shows Text To Speech For eLearning Beneficial To Students

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I recently came across an article titled Don't Use Text To Speech Software For eLearning. In it, the author argues that using Text To Speech for eLearning can present information, but doesn't actually help students learn. He claims that only a good teacher or trained voice talent can successfully teach.

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Autism in the classroom: Strategies for success | Autism Speaks

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This excerpt from the School Community Tool Kit offers strategies for teachers to help support students with autism so they get the best education possible.

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Fun and Educational Games to Play in the Classroom

Whether you're looking for different teaching strategies or ways to keep your students engaged, consider adding exciting educational games to strengthen your curriculum. Educational games are highly effective at keeping students motivated. They're also excellent at developing skills for communication, dealing with failure and critical thinking.

Here, you'll discover nine fun games to play at school and how each can benefit your students.

Read the full article or jump to a specific section:

How to Incorporate Games in Schools

Take the following steps to help incorporate learning games into your school classroom.

1. Have a Plan

The first step to using games in your lessons is to have a plan. Without one, there's no telling what might unravel. Maintain control of your classroom by creating a strategy.

Before designing your game, decide its purpose. Some examples include the following.

Intervention: Some students may have a hard time grasping new information. When you notice weak spots in your curriculum, strengthen them by playing educational classroom games.

Enrichment: Account for different student learning styles with games designed to play to them.

Reinforcement: Students love having fun in class. Strengthen your curriculum by adding games to reinforce key concepts.

Once you decide what you want your game to do, you can make one from scratch or consider the games listed later in this post. Games are ideal teaching methods because you can manipulate questions or tasks to complement your classroom's demographics and curriculum.

2. Play the Game Yourself

Identify any of your game's flaws by playing it in a walkthrough. Ask yourself:

How much control do you have?

How well does the game correspond with the curriculum?

Is the game easy to comprehend?

Will the students enjoy playing it?

The last thing you want is to have your students play the game and run into an avoidable problem or realize the game adds little value to your students' learning. Testing the game before playing with the class can help smooth out any bumps.

3. Assess the Game's Effectiveness

Once you've played the game with your students, consider the results and make changes for the future. Think about the game's strengths and weaknesses. Consider asking your students what they thought, as their feedback is invaluable. After playing a few times, you may start falling into a rhythm and seeing more student success.

Why Use Games in Your Classroom?

Students want to play games, and you've likely experienced moments where your class asks you if they can do something fun. There are many reasons to use games in your classroom, including the following.

Higher motivation: Students deserve a break from routine worksheets or quizzes. Shaking up the status quo by playing an educational game increases students' overall motivation. They may be more willing to learn, pay attention and participate in fun games.

More peer engagement: School-aged students are learning how to interact with their peers. Games help students feel like they're part of a team, as most games are cooperative with large or small groups. Students can support their groupmates during games. They learn valuable social skills like taking turns, respecting others, listening and playing fairly. Games also initiate a healthy level of competition, which fuels students' willingness to learn and win.

Increased learning engagement: Students need to pay attention when playing games, which helps them stay focused and engaged during class. Student engagement allows students to absorb more learning concepts from your game. Worksheets aren't always interesting. But games incorporate different fine and gross motor movements and group-based learning that inspire students to learn.

A more welcoming environment: Some students may feel more comfortable in the classroom than others. Having fun at school can put students at ease with each other. Organizing learning games can also help students get used to having you as their teacher. When you reveal a more casual side of your personality during a game, you show your students you enjoy spending time with them. You can also use games to welcome students back to the classroom after being away, like over a holiday break.

Activities for all learning styles: Some students learn best by listening to a lecture, while others gain more knowledge by participating in hands-on activities. There are four primary learning styles, and most people learn best in one particular way. Incorporating games into your classroom allows you to cater to every learning style and boost your students' ability to retain your lessons. Include a different type of game in each unit you cover to help students grasp the concepts more readily.

Greater creative expression: Classroom games also allow students to exercise their creativity and think outside the box. Many classroom games require creativity, whether through problem-solving or artistic skill. Getting kids to work toward a goal that requires them to innovate gives them a chance to express themselves, experiment and find new solutions to problems.

Benefits of Games for Kids' Development

Your students can benefit from educational games in the following ways.

1. Lower Stress Levels

While tools like worksheets, lectures and exams play a pivotal role in classrooms, they can also be anxiety-inducing for some students. Games provide kids a healthy break from stressful learning.

Games can promote positivity and improve self-esteem - lessening stress levels and creating a positive perception of learning. They can be equally beneficial as worksheets, lectures and exams. Games allow students to demonstrate their understanding of a topic in a different format.

2. Increased Memory

Games stimulate students' brains. They require students to remember details, use their memory to recall lectures and think and act quickly. Brain games - that is, games that make you think - are mentally stimulating and help sharpen processing speed, decision making, short-term memory and planning skills.

3. New Skill Development

School-aged kids are learning many skills, including:

Hand-eye coordination

Endurance

Balance

Fine motor skills

Reading concepts

Dealing with failure

Body awareness

Peer interaction and acceptance

Games help students tap into and develop these skills. Various games benefit students in different ways. For example, group-based games, like Jeopardy, allow students to work on peer interaction. Motor games, like Thumb Ball, strengthen students' hand-eye coordination and fine motor skills.

What Educational Games Can You Play in a Classroom?

Educational games are versatile in the classroom, and there's no shortage of games to play. Check out these examples of games to play in class with your students.

1. Jeopardy

If you've ever seen the quiz-style game show "Jeopardy!", you're likely familiar with this concept. It's a point-based question-and-answer game your students will love. This game also teaches kids how to work together to reach a goal.

To play, you'll need a computer and a projector. Students can stay in their seats and view the game on the screen. To make preparation easier, look for templates online. Each question has a point value from 100 to 500, with the highest point value being the hardest question to answer.

Divide your classroom into teams - three is ideal, but you can adjust depending on your class size. Display the Jeopardy board on your screen projector. Choose a starting team and allow them to pick a topic and question difficulty. Click the corresponding question and read it aloud.

Give your students 30 seconds to answer the question. If they get it wrong or can't answer, deduct the points from their score. Then, pass the question to the next team. If they get it correct, add the points to their score. The team with the highest score at the end wins.

2. Bingo

Bingo is a single-player game that encourages students to think fast. Preparation for Bingo involves creating individual boards with different or rearranged content. Bingo boards are five-by-five grids with 25 separate slots. Each slot should hold a number, word or image that corresponds with your learning concept. The middle spot is usually a free space.

If you're a math teacher teaching addition, each slot could contain a number. Then, speaking to the entire class, ask students to mark off the number that solves, "What is 2 plus 8?" If a student has the number 10 on their board, they mark the slot. If you teach a different subject, provide hints for the words in each slot that students must guess to mark.

Students win by completing a five-slot vertical, horizontal or diagonal line and shouting "bingo!" Keep track of which words or concepts you described because if a student marked the wrong one, they have to remove the marker. Reward students with incentives like candy, bonus points or other meaningful prizes when they win.

3. Headbands

Headbands is a game requiring students to work with peers and use their critical thinking skills. To play, all you'll need is a pad of sticky notes and a pen. Write your lesson's vocabulary words on sticky notes and place each one on your students' foreheads. Students should not look at their sticky notes. This game is best for older students, because younger ones may be more likely to look.

Though Headbands is a single-player game, players rely on their peers to solve their sticky notes. Students walk around the classroom and talk to other students, and both provide each other keywords to help identify the vocabulary words on their sticky notes.

For example, say your class is learning about U.S. presidents. If one student has Abraham Lincoln, their peer may use keywords like "16th president," "1861," "the Emancipation Proclamation" and more. Keep playing until the last person identifies their vocabulary word.

4. Thumb Ball

Thumb Ball is a fun group-based game that takes as little as 15 minutes to play. All you need is a marker and an inflatable beach ball. Prepare your classroom by clearing a space for all your students to sit in a circle. Then, before class starts, write multiple questions on each colored section of your beach ball.

Arrange students in a circle when you're ready to play. Start by throwing the ball to a student. When they catch it, instruct them to answer the question in the section their right thumb is touching. If a student drops the ball, have them throw it to someone else. Continue the game until everyone has the opportunity to answer a question.

Thumb Ball is especially fun for younger students who are practicing hand-eye coordination and fine and gross motor skills.

5. Marshmallow-and-Toothpick Challenge

The Marshmallow-and-Toothpick Challenge is a great warmup activity to get students thinking critically. For this challenge, you'll need a few packages of marshmallows and toothpicks. Because toothpicks can be a safety hazard, this game is better for older school-aged kids.

Prepare students for the Marshmallow-and-Toothpick Challenge by separating them into groups of four to five. Pass out an equal amount of marshmallows and toothpicks. The more you distribute, the longer the challenge will take.

Instruct groups to make the tallest, largest or most creative marshmallow-toothpick structure. Give them a reasonable amount of time to complete, around 10 to 20 minutes. Once done, allow students to walk around the classroom, look at other groups' structures and vote on a winner.

The Marshmallow-and-Toothpick Challenge allows students to practice creativity and social skills.

6. Casino

Casino is a sentence-structure-based game your students will love. For this game, you'll need a whiteboard and fake money. This game is group-based and competitive, with groups working against each other to have the most money at the end.

Write a sentence on the board with one or multiple errors. Then, give teams a few minutes to discuss their ideas on which part or parts of the sentence are incorrect. Once groups have collaborated, have each team individually identify the errors and make wagers based on how confident they are.

Students who are correct get their money back, and students who were wrong do not. Continue the game until one group runs out of money.

7. Dictionary

Dictionary is a vocabulary-based game that requires some creativity. To play, all your students will need is a dictionary and a piece of paper. This game will take about 15 to 20 minutes to complete, making it great for active warmups!

Separate students into groups of three or four. Give each group a word and have them use the dictionary to define it. Have them write the definition in their words on a piece of paper. Along with the real definition, have students come up with two fake ones.

Once all groups have finished, invite one at a time to share their word. The presenting group should list all three definitions and have the others try to guess the right definition. The group that can trick others into guessing the wrong definitions win.

Playing Dictionary is excellent when introducing new vocabulary or reviewing vocabulary from the last class.

8. Charades

One of the most fun games to play in school might be charades. Charades is an excellent activity for getting kids out of their chairs and moving their bodies. In charades, players take turns pantomiming different words until their team can correctly guess what they're acting out. All you'll need to play this game is a stack of index cards. You can play charades as an entire classroom or separate students into four or five teams.

Write a list of words related to your lesson on the index cards. To play with the entire class, place the cards on a desk at the front of the room and have students come up individually to read the card. Then, the student must act out whatever is on the card for the rest of the class to guess. The catch is that they can't use words while they act!

Students can raise their hands or shout their guesses about what the performer is trying to portray. Whoever guesses correctly gets to act out the next word. If you're playing charades in groups, you can assign each group a stack of index cards with the same terms and concepts. Then, each team has to race to be the first to guess all the words correctly.

9. Pictionary

This classic game helps kids who learn visually and challenges all students to connect with their creative side. This game is also an excellent choice for review days and works best with words or concepts that are easy to visualize. This game might also be better for older students with more artistic experience.

Divide your classroom into three or four groups for this game. Depending on the resources available, give each group a pad of paper and a pencil or a whiteboard and marker. Pick one student from each group to be the artist for the round. Make a list of words from your lesson and whisper them to each artist or show it to them on a piece of paper.

Then, start a timer and let the drawing begin! The artist must draw the word without speaking while their teammates try to correctly guess it before the time runs out. The first team to correctly guess is the winner.

Bonus - Student-Made Games

If you have a class period to spare, consider challenging your students to create a brand-new game. This challenge requires a deep dive into the curriculum, making it an excellent exercise when reviewing a chapter or preparing for an exam. Students also tap into other skills, like how to maneuver around mistakes using trial and error.

Making original games takes time. Students have to review class content, create game objectives and roles and determine how to win the game. Because of these steps, dedicate a class period for students to make and share their games. After every student gets the opportunity to present, have the class vote on which game they'd like to play. Plan a day where you can play the winning student's game.

Take the Game Outside Using Miracle® Recreation Playground Equipment

Bring the game-based learning outside for even more engaging fun. Miracle Recreation is one of the most reputable global playground equipment manufacturers. We design playgrounds for many organizations, including schools.

Learn more about what our products can do for your students by visiting our product page. Have any questions? We'd love to answer them. Contact us or speak to your local representative today.

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Fun and Educational Games to Play in the Classroom

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Games are great to keep students engaged - why not make them both fun and educational? Here are seven great games for your curriculum today!

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Choice boards give students the ability to choose a preferred task and still learn while doing so.

Choice boards are also very helpful for meeting the different learning styles of students.

They are especially effective with gifted students, as they allow them to deepen their understanding of a subject before moving on in the class.

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Have different sections of your classroom for different needs of your students. Ex. A quiet area to study, an area to calm down if stresses, and an area for groupwork

Try to connect with students and provide them with a personal way to get your attention if they need help or want to talk.

Provide students with consistent emotional support throughout the day. You could do this be spending a few minutes a day talking to the students one-on-one.

Give the students a locked journal for self-expression to help them have a safe place to write down their thoughts and feelings.

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This website shows research for how Text to Speech helps electronic learners effectively learn.

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Text to Speech is useful for those with visual, learning disabilities, or literary difficulties.

Text to Speech is also cheaper than hiring voice talent to read content to students.

Text to Speech significantly increased students ability to read

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This is a website that gives advice for teaching when there are students with autism in your classroom.

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Be calm and positive to help create a welcoming classroom environment

Teach students what it means to have Autism, so that they can connect with students with autism

Stay tuned into sensory information to try and make sure the environment does not become overwhelming

Provide written rules of what is expected in the classroom

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You should make sure have a plan and that you have played and assessed the game yourself before implementing it into the classroom.

Educational games can give students higher motivation, more peer engagement, increased learning engagement, a welcoming learning environment, activities for all learning styles, and greater creative expression.

They can also lower stress levels, increase memory and help develop skills.