An accessible and inclusive future for tabletop games and learning: paradigms and approaches

In recent years, the social perspective on disability has been changing, abandoning the more traditional medical paradigm, and replaced by more socially and contextually aware methods. In this sense, disability is now seen as a social construct, as the inability to accommodate the personal requirements of each individual. This has prompted changes in both educational interventions and media creation
frameworks, based on paradigms that promote inclusivity. Considering the recognized social and educational potential of tabletop games, their recognized potential for inclusion intervention, it makes sense to look at this medium and how it can advocate the inclusion of each individual player’s needs. The present study explores different conceptual structures for the purposes of establishing a framework
for inclusive development approaches in tabletop games. Beyond people with disabilities and specific accessibility needs, this study also intends to broaden the spectrum of inclusion through analogue games reflecting on human diversity, with a specific focus on Game-Based Learning (GBL). Results intend to foster evidence based and inclusive GBL interventions, which does not present inclusive
design and accessibility as an obstacle but instead a creative process that can be addressed proactively
by the different stakeholders. Furthermore, the developed reflections constitute a concrete bridge between the premises of the social model of disability, the broad range of individuals’ support needs, and the learning potential of tabletop games.