TRANSFORMATIVE FACTORS OF INCLUSIVE EDUCATION THROUGH GAMIFICATION

The mandate of international organizations in favour of educational inclusion and the abundant production of academic literature on the pedagogical virtues of gamification constitute evidence that invites us to investigate this subject. This paper analyses whether gamification favours inclusive learning environments for students with specific educational support needs. The methodology adopted in the field work was the case study in a Valencian center, examining 18 classrooms with 519 students in the 6 primary courses. In the procedure adopted, instruments such as observation, interviews or discussion groups with students, teachers and families are triangulated. The results show that gamifying educational environments promote shared learning, structure the teaching process and stimulate personal involvement. In conclusion, the need to promote methodological innovation of teachers for the benefit of inclusion is highlighted.