Gamificación como estrategia de inclusión educativa en personas con discapacidad intelectual: una propuesta didáctica en un centro diurno de desarrollo integral

Abstract

Abstract: The current study has as general objective designing a gamification resource through the use of the ClassDojo platform as a didactic strategy for educational inclusion for people with intellectual disabilities at Level 4 of the Day Center for Integral Development for People with Disabilities MDH. The study was conducted using a quantitative approach, with a non experimental design and the type of research was descriptive, was carried out through a literature review and the instrument was the questionnaire Gamification in the Educational Inclusion of Students with Intellectual Disabilities , in order to identify the perceptions of seventeachers regarding the impact of gamification on educational inclusion processes, which shows a satisfactory reliability of 0.805, with the purpose of developing a gamified intervention proposal as a didactic strategy adapted to the cognitive, communicative, and functional characteristics study population. In conclusion, the results confirm that gamification is valued as an effective tool to promote participation, inclusion, and the improvement of the educational climate, to ensure its effectiveness, it is necessary to articulate resources, training, institutional support, and family co-responsibility.