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Exploring Game-Based Learning for the Inclusion of Students With Autism in Regular Classrooms: A Case Study
Abstract
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by significant challenges in social interaction, communication and cognitive flexibility. This chapter explores how Game-Based Learning (GBL) methodology can enhance the communication and socialization skills of children with ASD within a regular classroom setting alongside their peers. Employing qualitative research methods, including the analysis of teacher interviews and academic reports, the study examines the impact of structured board games on fostering inclusive interactions and developmental progress in three students with ASD at a public school in Spain. The findings highlight board games as an effective educational tool that facilitates the integration of these children by improving their ability to interact and collaborate in a group setting. Moreover, the study underscores the importance of selecting games with clear rules and consistent structures tailored to the unique needs of children with ASD to create a more inclusive and conducive learning environment.
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