Abstract:

This study analyses a real-life experience of a Vocational Education Training (VET) approach based on a range of techniques and methodologies designed to favour the learning process in students with functional diversity; the main conclusions are also highlighted. The methodology and the content were carefully adapted to the profile of the students to ensure they acquired and retained the knowledge and skills initially proposed. Students were asked to participate in creating microenterprises, and to engage in all the stages simulating real-world practices. The course consisted of ten modules, including a gamified system and learning through real practical case studies. This specific training responded to the unquestionable need to close the distance that people with functional diversity (Down syndrome, physical and mental disabilities, etc.) continue to face in today’s society, and provide them with the tools they need to shape their futures. Finally, we obtained feedback from the students about their learning process and the methodology used through several indicators that scrutinize this learning process. The results were positive, and significant differences were observed between the participants and a control group of students who studied the same subjects prior to participating in the experience.

Keywords:

Functional diversity, gamification, engagement, VET.