The Future of Education

Reading is an essential aspect of everyday life, and these skills are particularly crucial for individuals with intellectual disabilities. Since people with intellectual disability often experience challenges in cognitive functioning and adaptive behavior during their development, selecting accurate teaching methods is vital. This study examines escape boxes, adapted from escape rooms, as an innovative pedagogical tool based on learning through play. Utilizing Design-Based Research, the study integrates classroom practices with theoretical foundations to guide learning. This collaborative approach bridges the gap between planning and implementation, involving researchers, teachers, and student-teachers in a four-stage circular model of data collection using questionnaires, interviews, and observations. The study included 11 special education teachers and 11 students (aged 10-16) diagnosed with intellectual developmental disabilities. Qualitative results indicate that personalized escape boxes were enjoyable, tailored to individual needs, and fostered essential motivation. By employing gamification, this methodology promotes a willing learning experience and encourages achieving educational goals. Ultimately, this research carries dual significance: first, enhancing knowledge regarding learning materials development, and second, establishing a framework to assess these tools' effectiveness in supporting students with complex educational needs