| Popis: |
Students with Intellectual Disability (ID) are often described as “slow learners” and cannot easily integrate to the normal curriculum. Still, the needs of a person with ID for accomplishment, enjoyment and perception of high quality multimedia content are augmented. In general education settings digital games for learning seem to work successfully with students, regardless of their developmental state or academic achievements. However, can such an approach work in a suitable and effective way for students with ID? If the answer to this question is positive, under which conditions and limitations can digital games be integrated into the ID instructional process? The purpose of this chapter is to investigate the common grounds between methodologies for Special Education Needs/ Intellectual Disability (SEN/ID) pedagogy on the one hand and Digital Games-Based Learning (DGBL) on the other, as well as to explore the potential of using digital games for SEN/ID students. To this end, the usage of digital games in the learning experience of students with Intellectual Disability is discussed, the ways in which commercial and educational games support various SEN methodologies and theories regarding Intellectual Disability pedagogy are examined and findings from the education literature as well as experimental observations and case studies are presented in order to investigate how and to what extent learning-purposed as well as entertainment-purposed games are able to constitute a powerful educational medium for SEN education and its inclusive objectives. |
