Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Sofia Tancredi, Rachel S.Y. Chen, Christina Krause, Dor Abrahamson, Filippo Gomez
Publishing Year 2021 Issue 2021/1
Language English Pages 23 P. 114-136 File size 0 KB
DOI 10.3280/ess1-2021oa11818
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We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners’ existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

Keywords: embodied cognition, design, special education, inclusion, accessibility Copyright © FrancoAngeli This work is released under Creative Commons Attribution - Non-Commercial - No Derivatives License. For terms and conditions of usage please see: http://creativecommons.org

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Sofia Tancredi, Rachel S.Y. Chen, Christina Krause, Dor Abrahamson, Filippo Gomez, Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion in "EDUCATION SCIENCES AND SOCIETY" 1/2021, pp 114-136, DOI: 10.3280/ess1-2021oa11818