Open AccessGame-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria
Author(s) -
Eliza Avdiu,
Edita Bekteshi,
Brikena Xhaferi
Publication year - 2022
Publication title -
international journal of early childhood special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.144
H-Index - 9
ISSN - 1308-5581
DOI - 10.9756/int-jecse/v14i1.221089
Subject(s) - mathematics education , special needs , psychology , special education , teaching method , order (exchange) , pedagogy , finance , economics , psychiatry
The purpose of this study was to ensure a better understanding of learning and teaching opportunities when applying play-based learning activities with children in Special Needs Education (SNE) and their interaction with other children. Special Needs Education includes students with disabilities and it is carried out in various forms using different methods and teaching materials. The study is based on classroom observations and teachers' experiences in inclusive classes in Upper Austria. It was conducted in four different schools and it included 12 teachers. Based on the teachers’ experiences and SNE, the findings show the application of different play-based learning activities, the application of Montessori methods, as well as the application of games that develop motor skills, social games, communication games, concentration games, games for encouragement, video games, memory games, games for calculation, and /or role play. The interviews revealed that teachers faced challenges working with children with SN when there is no willingness to cooperate with the teachers. Therefore, the teacher is the most important factor who should use appropriate teaching methods in order to involve, convince and make the children with Special Needs (SN) active participants in learning.