Introduction:
In the context of the Orientation and Tutoring Plans POT between university and secondary school, a cross-user training project is being discussed involving teachers, students with Special Educational Needs (SEN) and classes from I to V of the E. Majorana Institute of Turin and the Polytechnic of Turin. Following an initial training course for support teachers in the 2023-24 school year [Zich, Bello, 2024], a widespread workshop scenario has opened up with possible interactions between classes for the design of an inclusive game. Maintaining the approach of the circular economy of skills, the game project turned out to be a daily challenge, from the idea to its feasibility, which saw the involvement of the group of students with SEN of the Majo in Digitale [https://majoranatorino.edu.it/scheda-progetto/majo-in-digitale/], their support teachers and 7 classes of the Majorana Institute supported by the group belonging to the Polytechnic of Turin.

Methodology:
In order to develop an educational proposal to discover the essential elements and geometric characteristics of modular elements, we chose to use building blocks (BB), and in order to enhance visuospatial skills and geometric language, in addition to fine manual skills, origami were identified.
The game “Sfide alla Carta”, based on the use of physical models as a medium to discuss representation and geometry with a heterogeneous audience, was designed as a sum of elements attributable to activities distributed across different classes, for different ages and backgrounds, offering each one the possibility of achieving an individual result and feeling part of a choral project. The classes were chosen based on the needs of the children with SEN.
Each phase of the game project required theoretical foundations delivered in the form of short lessons, followed by applications repeated and reiterated over time so that they became the heritage of the individual participants who then brought them to other classes as tutors to connect the next game module.

The steps of the project are listed in sequence:
1. drafting of the rules and subsequent choice of game modes (individual, collaborative, group), the board, the die and the tokens;
2. choice of origami challenges;
3. creation of the tutorial booklet of instructions for folding the models-solution of the proposed challenges: textual, graphic and video description;
4. creation of special pieces through 3D modeling: tokens, finish line and water for customizing the game;
5. project validation: tests and changes in progress;
6. game extensions.

Results ad conclusions:
The useful intersection between tradition and innovation has seen the game of the goose reinvent itself on a board built with building blocks, the origami dice, the 3D printed tokens and the challenges between players proposed with the aim of making basic concepts of geometry more accessible. The initial educational purpose of the game, to familiarize oneself with geometry through origami challenges, has been largely surpassed by the collective design value of the entire game which has led to the creation of the boards defining equivalent paths, choosing and classifying the challenges, translating the specialized origami language into a more accessible way by declining the instructions intercepting different specific needs. Being able to be part of the project, and not just be its users, has made all participants responsible in the accessibility and inclusion process.

Keywords: Tangible geometries, inclusive game, circularity of skills, soft skills, students with Special Educational Needs (SEN).