A (Dis-)Abling Gaming Model for playful inclusion
- Author(s)
- Gertraud Kremsner, Alexander Schmölz, Michelle Proyer
- Abstract
Touching upon some of the main barriers in an inclusive reading of game-based education contexts, this chapter challenges exclusion pupils with disabilities might face at schools. Addressing accessibility, teaching attitudes, performance-curriculum dilemma, selective and segregated schooling and deprivation, and discrimination and marginalisation beyond schooling, the authors develop a Dis/abling Gaming Model (DGM) that is to enable inclusive educational practice.
- Organisation(s)
- Department of Education, Department for Teacher Education
- Publication date
- 2022
- Peer reviewed
- Yes
- Austrian Fields of Science 2012
- 503020 Media education, 509002 Disability studies, 503034 Inclusive education, 503025 School pedagogy
- Sustainable Development Goals
- SDG 4 - Quality Education, SDG 16 - Peace, Justice and Strong Institutions
- Portal url
- https://ucrisportal.univie.ac.at/en/publications/a71660cc-e682-42e8-b2b9-9d9ab3daf929