Pathways to inclusion in high school: potentials of gamification for students with intellectual disabilities

Abstract

This research investigates educational gamification as a strategy for the inclusion of students with intellectual disabilities in high school. The study was developed at a state public school in the municipality of Ouro Preto do Oeste, state of Rondônia, country of Brazil, with six participants, through qualitative intervention research. Curricular contents were gamified on the Educaplay platform, grounded in Vygotsky's Historical-Cultural Psychology and Assistive Technology. Data collection occurred through participant observation, technically validated by a psychopedagogy professional, semi-structured interviews, and pedagogical records. Data analysis followed Braun and Clarke's (2006) reflexive thematic analysis, organized into four dimensions: affective, cognitive, metacognitive, and social. Results demonstrated a 100% participation rate and revealed that gamification functioned as a cognitive assistive technology, uncovering abstraction and logical reasoning competencies that had not been identified in participants' previous clinical reports. Increased engagement, social interaction, and academic performance were also observed. Peer mediation in collaborative activities contributed to overcoming conceptual barriers, enabling students to operate within their zone of proximal development. Students demonstrated awareness of the pedagogical intentionality of the activities, distinguishing gamified learning from mere entertainment. The study contributes to qualifying inclusive pedagogical practices, demonstrating that gamified strategies, when articulated to individual needs, favor the active participation of students with intellectual disabilities in the educational process.