Video Games as Learning Environments for Students with Learning Disabilities

Abstract

This article draws from the literature on self-determination and Universal Design for Learning principles to set forth the theory that students identified as having learning disabilities may be environmentally disadvantaged and their learning difficulties exasperated by the traditional classroom learning environment. Alternatively, the digital learning environment found in simulation video games is designed so participants can be autonomous, self-directed, goal-oriented and successful. These are, coincidentally, the salient features of a technology-enhanced
learning environment designed with Universal Design for Learning principles. The paper argues that the use of digital learning environments that encourage participant access and success may reduce the need for labels of disability in the future.