DIDACTIC GAMES AS A TOOL FOR DEVELOPING COLLABORATIVE COMMUNICATION SKILLS IN INCLUSIVE PRIMARY CLASSROOMS

Abstract

Inclusive education aims to provide equal learning opportunities for all learners, regardless of their individual abilities, learning needs, or backgrounds. One of the major challenges in inclusive primary classrooms is the development of collaborative communication skills among diverse learners. Didactic games have proven to be an effective pedagogical tool in addressing this challenge, as they promote interaction, cooperation, and mutual understanding. This article explores the role of didactic games in developing collaborative communication skills in inclusive primary classrooms. It analyzes the pedagogical value of game-based learning, the teacher’s role in organizing inclusive didactic games, and the conditions necessary for successful collaboration among learners. The study emphasizes that well-structured didactic games foster social interaction, reduce communication barriers, and support inclusive participation. The findings suggest that didactic games, when implemented under appropriate pedagogical conditions, significantly contribute to the development of collaborative communication skills and social integration of learners in inclusive primary education.