Conference paper Open Access
The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by new multi-sensory interactive technologies. The application of these theories and technologies to special education has been intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The <project> aims at fulfilling this gap, by supporting teachers in acquiring knowledge and skills to use multi-sensory technologies to address the needs of special education children in inclusive educational contexts. This paper presents the work done in the first phase of the <project>, aimed at establishing the pedagogical framework and the main concepts involved in the <project>.
Martinez et al. 2019 (Interaccion2019 - Pre-print version).pdf