The Level Up Happiness project at Dartmouth College's play2PREVENT Lab is developing digital health games for students with autism with a $755,000 grant from Proof Positive. The accessible games aim to complement existing interventions by homing in on emotional resilience and social confidence, while prioritizing privacy and following strict academic research protocols.

Elizabeth Morales, a music teacher at Felix Varela High School in Miami, has created Unified Beats, a program that brings together special needs and general education students to make music. The initiative has fostered friendships and inclusivity, with students using buckets as instruments initially due to funding constraints. Principal Adrian Sanchez and parents have praised the program for its positive impact on students' social and emotional development.

Julie Thompson, an associate professor at Texas A&M University, has created "blueprints for belonging" that offer educators practical strategies to create more inclusive classrooms for students with disabilities. These blueprints encourage teachers to move beyond the idea of separate caseloads and to embrace the mindset that all students are "our children." By fostering comfort and familiarity among students with different needs, teachers can better integrate them into classroom activities and cultivate a sense of belonging for everyone.

Finalists for the National Teacher of the Year award share strategies for preventing burnout, emphasizing the importance of finding joy, building meaningful connections and prioritizing self-care. They highlight the need for administrators to create supportive environments, trust teachers and value their time, as well as encourage project-based learning and advocate for students.

Schools are experiencing significant challenges in accurately identifying students who qualify for Section 504 plans. The broader definition of disability under Section 504, compared to IDEA, has led to both over- and under-identification. Over-identification results in unnecessary allocation of limited resources and increased administrative burden, while under-identification leaves schools vulnerable to legal claims for failing to recognize eligible students.

Kindergarten readiness varies significantly by income, according to data from the National Survey for Children's Health. While nearly two-thirds of children are reported as ready for kindergarten, there is a 20% gap between the poorest and wealthiest families. Programs such as San Antonio's Pre-K 4 SA aim to bridge this gap by offering free high-quality preschool to low-income families. However, demand often exceeds supply.

Lilla Ross is editor of SmartBrief for Special Education and newsletters about higher education and literacy. She studied journalism under David McHam at Baylor University. She spent her career at The Florida Times-Union in Jacksonville, where she was an award-winning reporter and editor. She also has freelanced for magazines and written and designed books. She can be reached at lilla.ross@futurenet.com.