Volume 14 No 1 (2022): International Journal of Early Childhood Special Education
Game-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria
Eliza Avdiu, Edita Bekteshi and Brikena Xhaferi
Keywords: Inclusive Classrooms, Game Based Learning, Upper Austria, Montessori Method.
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.
IssueVolume 14 No 1 (2022): International Journal of Early Childhood Special Education
Copyright (c) 2020 International Journal of Early Childhood Special Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
I accept that the Owner of International Journal of Early Childhood Special Education, the Editor, Associate Editors, Reviewers and the Editorial Board cannot be hold responsible regarding the scope, the findings, the discussion and conclusion of the manuscript submitted. I declare to the editorship of International Journal of Early Childhood Special Education that the manuscript is original and has not been published anywhere else or is not under evaluation process for any other journal. I approve that I grant International Journal of Early Childhood Special Education as the sole and exclusive right and license to publish for the full legal term of copyright of my manuscript concurring with article 5846 / 22-23-25 while I retain copyright in the work.