EMBODIED INCLUSION IN EMOTIONALLY AWARE HYBRID LEARNING ENVIRONMENTS: A CASE STUDY ON VISUAL IMPAIRMENT

This proposal explores the design of hybrid, emo6onally aware learning environments through a case study in an Italian upper-secondary classroom involving a student with a visual impairment. Grounded in embodied cogni6on and sociocultural theory, the study inves6gates how interac6on, space, and media6onal tools co-construct accessibility and par6cipa6on. Data were collected using mul6ple qualita6ve methods and analyzed through reflexive thema6c analysis. Findings highlight the emergence of a “distributed didac6c body” in which rela6onal, spa6al, and technological elements dynamically shape inclusion. Within such hybrid ecologies, technology func6ons not merely as a compensatory tool but as a rela6onal interface that can either enhance or hinder affec6ve aHunement. The study argues for the inten6onal design of learning environments that integrate sensory, digital, and social dimensions to support both cogni6ve access and a sense of emo6onal belonging.