THE ALGORITHMIC HEARTBEAT: THE IEP AS AN AFFECTIVE DEVICE IN AI-ENHANCED HYBRID LEARNING ENVIRONMENTS

Sara Pellegrini, Filippo Gomez Paloma, Riccardo Mancini, Riccardo Sebastiani Pellegrini

Abstract


Artificial intelligence is reshaping inclusive educational planning and governance. This study investigates the epistemological evolution of the Individualized Education Plan (IEP) between 2003 and 2025 through a qualitative longitudinal case study combining documentary analysis and an asynchronous focus group involving teachers, school leaders, parents, and educational professionals. Grounded in the International Classification of Functioning (ICF), Embodied Cognitive Science, and Life Project perspectives, the study interprets the IEP as an ecosystemic device connecting actors, contexts, and digital infrastructures. Findings reveal a transition from deficit-oriented planning toward relational, participatory, and digitally mediated approaches. The IEP emerges as the “algorithmic heartbeat” of inclusive ecosystems, supporting collaboration, shared responsibility, and meaningful participation.


Keywords


Inclusion; Ecosystems; Embodiment; Governance; AI

Full Text:

PDF PDF

References


Aprile, F. (2012). La didattica enattiva. Dalle neuroscienze all'apprendimento. Armando Editore.

Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. https://doi.org/10.1146/annurev.psych.59.103006.093639

Berthoz, A. (2011). Simplexity: Simplifying principles for a complex world (G. Weiss, Trans.). Yale University Press. (Original work published 2009)

Bocci, F. (2021). Pedagogia speciale come pedagogia inclusiva. Itinerari istituenti per una scuola democratica. Guerini Scientifica.

Capitini, A. (1964). La compresenza dei morti e dei viventi. Il Saggiatore.

Clark, A. (1999). An embodied cognitive science? Trends in Cognitive Sciences, 3(9), 345–351. https://doi.org/10.1016/S1364-6613(99)01361-3

Gallagher, S. (2017). Enactivist interventions: Rethinking the mind. Oxford University Press.

Ghedin, E. (2014). Ben-essere disabili. Un approccio positivo all'inclusione. Liguori.

Gomez Paloma, F. (2013). Embodied cognitive science. Atti incarnati della didattica. Edizioni Universitarie Romane.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe.

Lascioli, A., & Pasqualotto, L. (2018). Il PEI su base ICF tra corresponsabilità educativa e progettazione inclusiva. In S. Pinnelli (Ed.), La scuola inclusiva tra ricerca e innovazione (pp. 87–103). Pensa Multimedia.

Malafouris, L. (2013). How things shape the mind: A theory of material engagement. MIT Press.

Merleau-Ponty, M. (2012). Phenomenology of perception. Routledge. (Original work published 1945)

Pinnelli, S., & Fiorucci, M. (2021). Il modello PEI-ICF UniSalento: Ricerca, valutazione e progettazione educativa inclusiva. Italian Journal of Special Education for Inclusion, 9(2), 95–112.

Rossi, P. G. (2011). Didattica enattiva. Complessità, teorie dell'azione, professionalità docente. FrancoAngeli.

Scapin, D., Bianquin, N., Medeghini, R., et al. (2025). PETRA: A digital platform for collaborative ICF-based educational planning. European Journal of Special Needs Education, 40(1), 88–103.

UNESCO. (2024). Guidance for generative AI in education and research. UNESCO Publishing.

United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations.

Unterhalter, E. (2021). The capability approach and education. Routledge.

Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.

World Health Organization. (2001). International classification of functioning, disability and health (ICF). World Health Organization.

World Health Organization. (2022). Global report on health equity for persons with disabilities. World Health Organization.




DOI: https://doi.org/10.32043/gsd.v10i3.1772

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 

Publisher: Cares srl – REN Press (since 2026). Previously published by Gaia srl – Edizioni Universitarie Romane (2017–2025).

ISSN: 2532-3296 E-ISSN: 3103-5744