A (Dis-)Abling Gaming Model for playful inclusion
- Autor(en)
- Gertraud Kremsner, Alexander Schmölz, Michelle Proyer
- Abstrakt
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(en)
- Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung
- Publikationsdatum
- 2022
- Peer-reviewed
- Ja
- ÖFOS 2012
- 503020 Medienpädagogik, 509002 Disability Studies, 503034 Inklusive Pädagogik, 503025 Schulpädagogik
- Sustainable Development Goals
- SDG 4 – Hochwertige Bildung, SDG 16 – Frieden, Gerechtigkeit und starke Institutionen
- Link zum Portal
- https://ucrisportal.univie.ac.at/de/publications/a71660cc-e682-42e8-b2b9-9d9ab3daf929