Gamification has proven to be useful in educational inclusion, as it facilitates participation and adaptation of the content of students, especially those with SEN, because it manages to increase their motivation and participation, as it is an effective tool to promote the inclusion of students with SEN by making learning more accessible and motivating. The present research analyzes the use of gamification for the inclusion of students with SEN. The methodology used is non-experimental, correlational and cross-sectional, with the participation of 35 students from the Leonardo Educational Unit. The results obtained show that the implementation of gamification in the educational context has proven to be an effective strategy to encourage the participation and learning of students with SEN, because working with them presents greater challenges, since they require specific adaptations and attention to diversity. The use of gamification for students with SEN faces significant barriers related to accessibility, personalization of activities, and teacher training. This shows that gamification has been consolidated as an effective pedagogical tool to encourage participation and personalize learning. The study reveals that the main barriers include the lack of accessibility in gamified platforms, the lack of adapted technological resources and insufficient teacher training in inclusive strategies. These limitations hinder the equitable participation of students with educational needs, highlighting the need to develop more accessible tools and sustainable pedagogical practices that promote effective inclusion.