PROGETTARE AMBIENTI DI APPRENDIMENTO IBRIDI ED EMOTIVAMENTE CONSAPEVOLI: IL CONTRIBUTO DEL MULTISENSORIALE

Abstract

This study explores multisensory environments as emerging configurations of hybrid and emotionally aware learning environments capable of supporting psychophysical well-being and self-regulation in individuals with Special Educational Needs. Grounded in a theoretical framework that integrates embodied cognition, inclusive pedagogy, and insights from affective computing, the study investigates how sensory-enhanced environments can function as adaptive systems designed to regulate emotional and embodied experiences.

The paper presents the findings of a research and systematic monitoring project conducted within the Chair of Special Pedagogy at the University of Enna Kore. A multi-context observational design was implemented across three Snoezelen environments: two located in primary schools and one within a socio-educational association serving young adults with disabilities. The findings suggest that these environments represent emerging forms of educational adaptivity and outline a developmental pathway toward responsive learning ecosystems, offering valuable insights into the critical integration of pedagogical principles and emerging technologies in inclusive educational design across the lifespan.