Arab Educational Information Network

Students with special needs often face significant challenges in developing essential social and emotional skills, including communication, empathy, collaboration, and autonomy which are essential to effectively participate in everyday life. Within the Lebanese context, limited resources, insufficient teacher training and lack of educational tools intensifies these challenges and affects social skill development. this study aimed to create, design, implement and evaluate a specialized educational board game as an intervention tool to strengthen social and emotional skills among preschool and elementary students, especially those with special needs, including individuals with autism spectrum disorder (ASD). attention deficit hyperactivity disorder (ADHD), down syndrome, and mild intellectual disability. a mixed method research design was adopted, combining qualitative and quantitative approaches. data was collected through multiple sources, including observation checklists done before and after repeated gameplay sessions, observation notes that document student behavior, and perception reports from parents and teachers. the board game, developed by the researcher, served as the primary intervention tool, using structured gameplay, real-life scenarios, and four different card categories that target verbal communication, empathy, emotional regulation, and behavioral skills. quantitative data were analyzed using paired-samples T-test to examine differences between pre- and post-intervention scores, while qualitative data were analyzed descriptively to identify recurring themes related to engagement, challenges, and advantages. findings indicated measurable improvements in students’ empathy, verbal communication, and autonomy after repeated use of the board game, as well as increased engagement and positive social interaction during gameplay. the study highlights the effectiveness of structured game-based learning as an engaging approach to supporting social skill development among students with special needs. it also provides a practical tool for teachers and parents by offering an accessible tool that promotes inclusion, independence, and social interaction across both home and school settings. overall, this research contributes to addressing the gap in specialized educational resources within Lebanon by demonstrating how specialized board games can serve as effective tools for developing and supporting social and emotional skills, along with creating inclusive learning environments. (Author's abstract)