The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators' perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. A qualitative, comparative research methodology was employed to gather and analyse data from educators in Bulgaria and Cyprus. A total of 61 in-depth, semi-structured interviews were conducted with teaching staff and other specialists across all levels of education, covering both general and special education schools, and universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in teach country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

Learning Disability; Inclusive Education; Game-Based Learning; Educational Technology; Comparative Study.