Breaking barriers in education

Leveraging 3E approach and technology to foster inclusion for SEN students

Bibliographic Data

ID22165695
AuthorsRonnie Videla (0000-0002-1038-2968, Universidad Santo Tomás, corresponding author), Francisco J Parada (0000-0002-8180-2026, Diego Portales University), May Britt Aros (Universidad Católica del Norte), Paola Ramírez (0000-0003-0112-8375, Catholic University of the Maule), Alexis Sarzosa (Instituto Profesional Latinoamericano de Comercio Exterior), Daniela Jorquera (Universidad Católica del Norte), Camila Palma (0000-0003-0001-013X, Instituto Profesional Latinoamericano de Comercio Exterior), Alline Trujillo (University of La Serena), David Ibacache (Universidad Santo Tomás), María Jesús González (Universidad Católica del Norte), Andri Velásquez (Universidad Santo Tomás), Karelia Molina (Instituto Profesional Latinoamericano de Comercio Exterior), Marco Barraza (University of La Serena), Leonie Kausel (0000-0001-8240-3302, Diego Portales University)
Year2025
Volume10
Publication date2025-06-05
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1554314
OpenAlexW4411064704
LanguageEN
Citations received2
References cited35

Advances in embodied design highlight the interconnection between the brain, body, and environment in shaping learning experiences, emphasizing the potential of multimodal perception in enriched sociomaterial and technological contexts. Despite growing evidence in this area, traditional educational systems remain anchored in transmissive and cognitivist models, perpetuating barriers to equitable learning, particularly for students with special educational needs (SEN), such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Disabilities (SLD). In response to these challenges, post-cognitivist frameworks, including embodied, enactive, and environmentally scaffolded cognition (3E) as well as SpEED (Special Education Embodied Design), provide essential foundations for rethinking inclusive educational design. This perspective article explores the role of active teaching methodologies and innovative technologies in shaping a holistic framework to support inclusive learning design. This framework leverages immersive technologies, mobile applications, and artificial intelligence to scaffold multimodal learning experiences that meet the diverse needs of students with SEN. Through a proof-of-concept based on illustrative cases, this article presents a theoretical contribution to guide the design of inclusive and technology-supported learning environments aligned with the 3E approach, fostering engagement, equity, and personalized learning for students with SEN

Knowledge management · Mathematics education · Pedagogy · Computer Science · Educational Games and Gamification · ICT in Developing Communities · Innovative Approaches in Technology and Social Development · Psychology · Social Psychology

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