Gamification and artistic education. History of education and application to the classroom with educational needs.

One of the main objectives of Ecuador's educational policies is to address spatial needs. Both educational policies and laws in Ecuador respond to this through play and art. For these reasons, this article offers a gamification response that allows the integration of different arts in the educational framework. To achieve this it contextualizes gamification and provides a historical development of special needs work in Ecuador. The gamification offers teachers an intervention model based on the anthropological notion of game-based learning. It can address the developmental challenges that are experienced in a natural way, through motivation, commitment, the competition and freedom to fail, which makes learning more flexible. This is complemented by art developed with five artistic fields: music, dance, literature, plastic arts and theater, which help the students to be the center of the process of teaching and learning, as one attempt to rebalance reality and logic, imagination, awareness and experience. This article is developed through a descriptive study, with the purpose of analyzing situations and events, knowing the relationship or degree of association that exists between two or more categories in a particular context. This has been reflected in an experience in the Ecuadorian Educational System, through a Pedagogical Support Guide (PSG), as well as 150 work booklets (WB) developed in the framework of the Covid 19 emergency, will be used for all students of initial level, up to high school, including those with an educational need. The Guide and the booklets had to undergo the validity process of expert judgment method. This was answered by technical teams from the Ministry of Education and UNICEF, as well as teachers from different courses. Finally, a training for teachers was developed. [ABSTRACT FROM AUTHOR]