Embodied PDP and PEI: Neuro-Sensory Observation, Cognitive Sustainability, and Inclusive Educational Design. An Analysis of Three Longitudinal Case Studies
Parole chiave:
Embodied cognition; Inclusive education; Individualized Education Plan; Sensory regulation; Cognitive sustainabilityAbstract
This paper proposes an embodied reinterpretation of Individualized Education Plans (IEPs) and Personalized Learning Plans (PDPs) within inclusive school contexts. Starting from the risk that these tools may be reduced to bureaucratic or compensatory documents, the study argues for a pedagogical shift toward a dynamic, relational and transformative understanding of educational planning. The theoretical framework integrates special pedagogy, embodied cognition, sensory gating and cognitive sustainability, highlighting the role of the body, perception, sensory regulation and environmental conditions in learning processes. The research explores how neuro-sensory observation can support a deeper understanding of students’ functioning, with particular attention to sensory thresholds, overload signals, attentional regulation and spontaneous self-regulatory strategies. Through the analysis of three longitudinal case studies, the paper examines how embodied strategies integrated into PDPs and IEPs may foster school well-being, emotional self-regulation, participation and learning outcomes. The findings suggest that inclusive planning should not merely adapt contents or assessment procedures but should transform the neuroecological quality of learning environments. The paper concludes that cognitively sustainable schools require pedagogical tools capable of recognizing students’ cognitive, emotional, bodily and sensory complexity as essential dimensions of access, participation and inclusion.
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Copyright (c) 2026 Stefania Morsanuto, Paola Damiani, Luna Lembo, Francesco Peluso Cassese
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