Inclusive games and socio-emotional skills in students with intellectual disabilities

Authors

DOI:

https://doi.org/10.71112/9nddp914

Keywords:

cooperative games, educational inclusion, socio-emotional skills, intellectual disability, playful education

Abstract

This study analyzes the impact of cooperative inclusive games on the development of socio-emotional skills in students with intellectual disabilities in public educational institutions in Ecuador. A quasi-experimental approach was applied with an experimental and control group, evaluating variables such as cooperation, empathy, communication, and emotional regulation. The intervention was carried out over ten weeks through adapted play sessions, applying structured observation instruments, socio-emotional questionnaires, and teacher interviews. The results show significant improvements in the experimental group in all the socio-emotional skills assessed, with notable differences compared to the control group. Furthermore, teachers highlighted positive changes in the classroom climate, increased student motivation, and strengthened interpersonal relationships. These findings confirm that inclusive games, when implemented in a planned manner and with teacher support, are an effective pedagogical strategy for promoting socio-emotional learning and inclusion. It is concluded that this methodology represents an innovative and accessible alternative that can be integrated into educational programs, contributing to more equitable, participatory, and affective education.

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Published

2025-08-21

Issue

Vol. 2 No. 3 (2025)

Section

Education Sciences

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Copyright (c) 2025 Multidisciplinary Journal Epistemology of the Sciences

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Coronel Llaguno, C. J. ., Iturralde Ortiz , D. C. ., Zumba Jami , G. A. ., Díaz Vivanco, C. R. ., & Toapanta Tigrero , Ángel W. . (2025). Inclusive games and socio-emotional skills in students with intellectual disabilities. Multidisciplinary Journal Epistemology of the Sciences, 2(3), 1166-1187. https://doi.org/10.71112/9nddp914

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