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Published

2024-11-12

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Vol. 9 No. 10 (2024): Published

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Research Articles

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How to Cite

Lendzhova, V. (2024). Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria. Environment and Social Psychology, 9(10). https://doi.org/10.59429/esp.v9i10.3073

Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria

Vladislava Lendzhova

Deapartment of Sociology, South-West University Neofit Rilski, Ivan Mihaylov 66 str,Blagoevgrad, 2700, Bulgaria


DOI: https://doi.org/10.59429/esp.v9i10.3073


Keywords: inclusive education, learning disability, game –based learning, educational technologies

Abstract

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

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