Digital Games as a Pedagogical Tool for the Cognitive Development of Children with Intellectual Disabilities

Abstract

This research explores the use of digital games as a pedagogical tool for the cognitive development of children with intellectual disabilities, considering their potential within the context of inclusive education. The study aimed to analyze how these resources can contribute to the teaching and learning process, taking into account aspects such as participation, autonomy, motivation, and the development of various skills. This is a qualitative, bibliographic study conducted through searches in Google Scholar, SciELO, and scientific journal databases, using the descriptors “digital games,” “intellectual disability,” and “inclusive education.” The final corpus consists of six studies published between 2015 and 2024, primarily based on the work of Carneiro and Costa (2017), Rocha, Correia, and Santos (2021), Alves, Hostins, and Magagnin (2021), and Zogaib and Santos (2015), supplemented by contributions from Gomes Alves (2021) and Pedroso et al. (2024). The theoretical framework is further grounded in the work of Vygotsky, Brazilian legislation on inclusion, and other relevant authors in the field. The analysis was interpretive and organized into three categories: cognitive contributions; participation and autonomy; and pedagogical mediation and accessibility. The results indicate that digital games can foster student participation, motivation, and autonomy, as well as the development of cognitive, motor, and visuospatial skills, while also enabling more interactive learning experiences. It was also determined that the use of these resources must account for the individual characteristics and needs of each student, with the teacher playing a crucial role in the selection, adaptation, and mediation of the activities. It is concluded that digital games offer significant potential as a pedagogical resource for children with intellectual disabilities, provided they are used in a planned, intentional, and inclusive manner; technology alone is not responsible for learning or cognitive development.