Efectos de la aplicación de la Gamificación para la enseñanza del inglés a estudiantes con discapacidad intelectua

Abstract

Teaching English to students with intellectual disabilities presents a challenge for teachers due to the difficulties that this population faces, such as problems in literacy and knowledge retention. These characteristics complicate the learning process. In this context, the general objective of this research is to apply Gamification as an active methodology for the learning of English of third year high school students with intellectual disabilities in the Unidad Educativa Especial Agustín Cueva Tamariz. An action-research methodology was used, combining quantitative and qualitative approaches, allowing for a comprehensive evaluation of the effectiveness of gamification in the teaching process. Techniques such as document review, observation, and test were used. Through the implementation of gamified activities, the aim was to encourage student participation and motivation and to promote their cognitive and social development in an inclusive environment. The results obtained show that the application of gamification for teaching English to students with intellectual disabilities increases interest, improves attention and participation of students. However, it is essential to consider that not all students respond to this methodology in the same way; those with greater difficulties require constant support and differentiated strategies that address their individual needs. This research underlines the importance of further developing and adapting active methodologies to ensure that all students can benefit from inclusive learning.