The school community is today challenged to respond to a greater diversity of learning and functioning profiles, requiring the development of contexts that are also more diverse and flexible in the design of participation and learning opportunities for all. This missive has placed inclusion at the center of a transformation in the culture and philosophy of schools and their pedagogical practices. The cultural and pedagogical spectrum of this change refers to an understanding of the concept of inclusion that encompasses, in addition, the promotion of education for all – “reaching all learners” through the diversification and differentiation of strategies – the commitment to include the students themselves as interventionist agents in the construction and transformation of the school – “reaching all learners and also as partners” (e.g. Esteban, 2022). It is about this ethos of inclusion that we see gamification as a phenomenon that fulfills the aim of diversifying pedagogical strategies and which, simultaneously, constitutes an instrument that instigates the co-construction of classroom resources and activities for and with students. According to Werbach and Hunter (2012), gamification is the application of typical game elements (such as points, competition and virtual rewards) to non-game activities. The idea is to engage subjects, inspire actions, promote learning and solve problems, through the use of games and game design techniques (Deterding, Dixon, Khaled & Nacke, 2011). Within the framework of inclusive education, it is important to consider the use of these gamification resources, on the one hand, as universal support for learning - extending it to all students regardless of their particularities in functioning - and, on the other hand, as a means/tool ​​for student participation and agency in the construction of their learning contexts. It was based on these pillars that in 2020, the +Power project was designed. This project resulted from collaborative work between the salaS!Mbiose project and the Castelo Branco Prison, headed by Professors Luís Baião and Paulo Serra, respectively. +Power arose from two converging actions: - In the salaS!Mbiose project, students with additional support measures (target of Individual Educational Programs - IEP), in partnership with their teachers, created Powerpoint quizzes to be presented by their colleagues, in their classes. - At Castelo Branco Prison, young prisoners created, using recycled materials, an Inclusive Console, with a configuration capable of promoting greater physical and intellectual accessibility (https://youtu.be/8c1j_PHiVc4). +Power thus incorporates an innovative character into its product and process, namely: - the use of an Inclusive Console – which materializes the objective of extending gamification pedagogical resources to everyone, promoting physical and intellectual accessibility for participation in quizzes; - and an approach to co-constructing quizzes through more intuitive mechanisms (such as PowerPoint) allowing all students, including those with intellectual difficulties, to participate in the process of developing pedagogical resources with their teachers. +Power has been financially supported by different entities. In 2021, it was financed by the Municipal Chambers of Gaia and Castelo Branco with the aim of producing 20 consoles. More recently, in 2023, the Rosenblatt Foundation financed the construction of 200 consoles with the aim of replicating the project in other schools. The replication of the project is guided by a three-stage implementation model that includes: 1- an initial training action aimed at teachers that aims to present the console and the co-construction approach to quizzes, in a collaborative relationship between the teachers and students with additional support needs. This training is designed and taught by the young people from the salaS!Mbiose project themselves. 2- In each school, a local + Power team will be formed consisting of 1-2 teachers and 2-3 students with additional support measures, who will work collaboratively to co-construct quizzes; 3- In each school, quizzes developed collaboratively by the local +Power team will be used in the classroom with the whole class, using the Inclusive Console.

This research project aims to document the implementation of + Power in schools and evaluate its impact both in promoting everyone's involvement in gaming activities in the classroom, and in stimulating processes of co-construction of pedagogical resources between students and teachers. teachers. Not only attributing the imperative of inclusion to the school context, this research also substantiates a process of inclusive co-construction of knowledge. Together with 2 young people from the salaS!Mbiose project, the 2 founding teachers of the project and the 6 researchers from inED, this project aims to answer three questions:
(i) What is the level of adherence and impact on the classroom inclusion environment perceived by teachers in the implementation of +Power?
(ii) To what extent do quiz co-construction processes produce experiences that promote empowerment and a sense of agency for students with additional support needs?
(iii) To what extent does the use of the Console promote an inclusive implementation of quizzes, catalyzing the involvement of all students, including those with motor and/or intellectual limitations? This project, lasting two years, will be based on a mixed research design that aims to qualitatively and quantitatively document the experiences resulting from the implementation of +Power, evaluating its potential for transferability to other educational contexts. Data collection will include the development of focus groups throughout the program, as well as the application of questionnaires aimed at teachers and students in the pre and post moments.