THE IMPACT OF USING GAMES IN THE INCLUSIVE CLASSROOM ON THE QUALITY OF INSTRUCTION

The inclusion of children with special educational needs into mainstream schools alongside their typically developing peers is a societal imperative within the framework of the modern education system. Numerous studies demonstrate that employing traditional (segregate) instructional methods in an inclusive classroom is ineffective. Consequently, identifying pedagogical approaches that endorse inclusive education stands out as a pressing concern in contemporary pedagogy. The Republic of Azerbaijan starts to develop an inclusive educational system following the UN-Convention on the Rights of Persons with Disabilities, this requires new ways of teaching. In this study, the impact of games on the quality of instruction in the inclusive classroom in Azerbaijani schools was measured. To achieve this objective, the international scientific literature was scrutinized, and the factors defining the quality of education in inclusive classrooms were identified. Subsequently, the levels of these factors were assessed in experimental inclusive classrooms, where education was facilitated through games, and control inclusive classrooms, where education followed traditional methods.