Abstract:

There is a need for learning approaches that may facilitate inclusion in the classroom for learners that are challenged as for well as learners that are high functioning. Narrative is a way of anchoring and structuring a learning material in a context that is meaningful and provides a scaffolding for all types of learners irrespective of their capabilities or their challenges.

Within the framework of a research project in Denmark, learning designs were developed that incorporated the entire curriculum for grade 9-10 in a narrative, game-based framework and based on this, design models were developed on narrative game-based learning.

This design and the exemplary themes were provided to teachers in order for them, to develop their own learning designs in a municipal school, as part of a research intervention.

The schools both had around 30 % special needs students, that were given the opportunity to develop and experience new roles in the classroom that allowed for greater activity, joy of learning and learning experiences. This paper will report on aspects and implications of this type of narrarive game-based design for inclusion in the class-room.

Keywords:

Narrative learning, game-based curriculum, inclusion.