There are many factors to consider when choosing a digital game for the classroom. Most games are designed for a particular group that is disabled that may include blind or deaf individuals rather than disabled individuals in general (Hersh & Laproni, 2018). When choosing digital games for the classroom the teacher needs to consider the student’s disability and intellectual ability for the game. Many games have responses that may require quick movements and the individual may not be able to physically respond that quickly. Additionally, Jiménez et al. (2015) discuss that many games are not adequate for individuals with intellectual disabilities. Hence the classroom teacher needs to determine which games are suitable for their student.
Furthermore, the age and grade of a student may not apply when looking at specific digital games. Many students may be below grade level in a concept. While the game may read for a specific grade, that student may be several grade levels below the intended population. The teacher will need to determine the instructional level of the student and match the game with their ability level.
In conclusion, the teacher needs to examine the disability of the student and ensure that the game is appropriate to the student’s needs.
References
Hersh, M., & Leporini, B. (2018). Editorial: Serious games, education and inclusion for disabled people. British Journal of Educational Technology, 49(4), 587–595. https://doi-org.proxy.bsu.edu/10.1111/bjet.12650
Jiménez, Marta & Pulina, Francesca & Lanfranchi, Silvia & Jiménez, Rodríguez. (2015). Video games and Intellectual Disabilities: a literature review -IRCCS Life Span and Disability. Life Span and Disability. 2. 147-165.
Digital Games In the Classroom 