One World: understanding support systems for inclusive learning
As part of the Erasmus+ project “One World – Design for Inclusion”, Dracon Rules Design Studio continued its learning journey in Arad, Romania, by exploring how public support systems respond to the needs of people with intellectual disabilities and other learning difficulties.
This activity was part of the experiential course “Strategies to optimize learning for people with Intellectual Disabilities”, organised by Asociatia Share Education.
During this session, Dracon’s participants had the opportunity to learn from psychologists, special educators and counsellors connected to CJRAE Arad, the county public body responsible for educational resources and assistance. Through these discussions, the group gained a better understanding of the structures, committees and processes used to identify, support and guide learners with special educational needs.
Because intellectual disability and learning difficulties can be observed from early stages of life, the participants were able to better understand the importance of early support mechanisms. They discussed how specialists assess needs, how support pathways are created, and what tools are used by professionals working directly with children, families and educational institutions.
This experience offered Dracon’s team an important perspective: inclusive game design cannot be separated from the wider support environment around the learner. To create useful game-based tools, designers need to understand not only the player, but also the role of families, schools, psychologists, counsellors and public institutions.
Using the information gathered during the session, participants started discussing possible applications and initial ideas for game-based tools that could support learning, communication and social inclusion for people with intellectual disabilities.
The session helped connect public infrastructure with practical game design, showing how educational support systems can inspire more accessible, meaningful and inclusive activities.
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With the support of the European Union. However, the views and opinions expressed express solely the views of the authors and do not necessarily reflect the views of the European Union or the State Scholarship Foundation (IKY). Neither the European Union nor the funding authority can be held responsible for them.
Project reference: 2025-1-EL01-KA122-ADU000340947
