Is Ava only for neurodivergent students?

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We get this question a lot from educators and administrators who are excited about our online SEL game and curriculum, Ava, but unsure about if they can use it in general education classrooms.

Neurodivergent students are unfortunately often overlooked when it comes to learning tools and educational materials. Ava was designed with neurodivergent students in mind to ensure it is truly inclusive for all students. By considering the needs of neurodivergent learners from the very beginning, Ava is able to provide a supportive learning experience that caters to the needs of all students, whether they are neurodivergent or not.‍

1. Ava was developed using Universal Design for Learning (UDL) principles.

Ava was developed using Universal Design for Learning (UDL) principles, which focuses on providing flexible, accessible learning experiences that accommodate the needs of diverse learners. Instead of designing for a neurotypical student and adding supports later, UDL starts by addressing the needs of diverse learners upfront to ensure everyone benefits. Ava incorporates UDL using:

Multiple means of engagement

The interactive storytelling and gameplay keeps students engaged using dialogue, visuals, and decision-making tasks 

Multiple means of representation

Content is delivered through text, voiceovers, and visuals to cater to different learning needs and preferences.

Multiple means of action and expression

Students interact with the game by making choices, which promotes active learning and self-reflection.

By embedding flexibility and accessibility into its design, Ava ensures all students can participate fully and effectively.

2. All students need social and emotional learning (SEL).

Whether you call it SEL or refer to specific skills like self-management and decision-making, all students need social and emotional skills to succeed in school and life. Ava focuses on the five core competencies outlined by CASEL:

Self-management

Self-management is the ability to regulate emotions, behaviors and impulses. In the classroom, self-management skills help students manage stress, complete tasks, and persevere through challenges and obstacles.

Self-awareness

Self-awareness refers to understanding one’s emotions, strengths, and limitations. In the classroom, self-awareness is what allows students to reflect on their actions and advocate for their needs.

Responsible decision-making

Responsible decision-making involves making thoughtful and ethical choices. Life is full of choice, and in the classroom, responsible decision-making helps students weigh the consequences of their decisions and solve problems.

Social awareness

Social awareness involves recognizing and empathizing with the feelings and perspectives of others. In the classroom, social awareness promotes a respectful and inclusive environment.

Relationship skills

Relationship skills refers to building and maintaining positive relationships.In the classroom, relationship skills are needed for teamwork, effective communication, conflict resolution, and so much more.

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Each Ava module explores multiple competencies. For example, in the “Needs” module of Ava, students learn how to identify their needs and advocate for themselves (self-awareness) as well as how to accomplish tasks when dealing with difficult people (relationship skills and self-management).

3. All students deserve to see themselves represented in their learning materials.

All students deserve to see themselves represented in their learning tools and curriculum. Ava ensures students feel represented in multiple ways:

• Characters come in different colors, genders, and neurotypes. 
• Students can create their own avatars in Character Creator with options like glasses, hairstyles, facial features, wheelchairs, and other assistive devices to reflect their individuality.
• New characters are introduced in each module, which offers more opportunities for representation.

For students who are neurodivergent but not identified, Ava gives them a chance to feel seen and included in ways traditional materials may not provide.

4. Ava helps students build empathy, learn perspective-taking, and appreciate differences.

As students play Ava, they step into the role of Ava and meet characters with different backgrounds and experiences. Each character has their own strengths, challenges, and perspectives, which gives students the opportunity to engage with perspectives that are different from their own. There are decision-making tasks throughout the game that prompt students to think critically about how their choices impact others. For example, in the “Trust” module, students meet different characters and decide who to trust to join their pirate crew. The students get to see how their choices impact the crew’s morale throughout the module. The accompanying curriculum includes lessons, classroom activities, and discussions that encourage students to interact with each other and deepen their understanding of one another.‍

5. Ava can be used as an MTSS Tier I or Tier II Intervention.

Ava is a flexible tool that can be used as part of a Multi-Tiered System of Supports (MTSS) framework to address universal and targeted social and emotional learning needs. 

Ava as a Tier I intervention

Ava can be used as a Tier I intervention to support all students by teaching foundational SEL skills like emotional regulation and perspective-taking through engaging gameplay and curriculum. It can be incorporated into weekly classroom instruction to promote inclusivity and engagement for all students.

Ava as a Tier II Intervention

Ava can be used as a Tier II intervention to offer focused support for students who need additional help in building SEL skills. It can be implemented with small groups to deliver structured, targeted lessons and practice.

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Learn more about how to incorporate Ava into your school’s MTSS framework. 

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