Embark on the adventure! Advancing inclusive secondary education through narrative game learning for students with intellectual disabilities

2024/11/23 by José M. Rodríguez-Ferrer, Ana Manzano León, Anastasio García-Roca +1 · 1 voice
Psychology · Social Sciences · #Child Development and Digital Technology #Educational Games and Gamification #Technology Use by Older Adults

paper · doi:10.1177/17446295241302400

openalex publication_date 2024/11/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21

Abstract

This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.

Citations

• Adaptation and Training Model of the Board Game Untold for Narrative Competence

Discussions

• ¿Y si la llave para una verdadera inclusión en las aulas no estuviera en los libros de texto, sino en el juego? La Universidad de Almería y Burgos han demostrado cómo los juegos narrativos rompen bar [bsky, 1 points, 0 comments]

Related

• Critical Voice: Centering Students With Intellectual and Developmental Disabilities in Postsecondary Education Through Participatory Co-Design of Micro TTRPGs
• Accessible Adventures: Teaching Accessibility to High School Students Through Games
• Providing New Access to the General Curriculum
• Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD
• Reimagining Disability and Inclusive Education Through Universal Design for Learning