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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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

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.

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.

Choice boards are tools that give students choices in their own learning, but these boards can take many forms.

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.

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.

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

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

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.