Immersive technologies for inclusion: A Special Pedagogy protocol for the co-design of inclusive educational training paths

Contemporary social and cultural transformations set forth the need to reframe education as a dimension of care, ensuring equal participation opportunities for all learners. In this context, immersive learning environments can be reinterpreted not merely as technological settings, but as pedagogical ecosystems where knowledge creation, participation, and accessibility are co-constructed through situated approaches. The present contribution proposes the application of a co-design protocol grounded in Special Pedagogy frameworks and aimed at developing inclusive educational training paths that see immersive technologies as inclusive educational and didactic supports. The pilot study presented in this paper makes it possible to reinterpret immersive learning environments as spaces capable of activating new processes of supportive educational relationships and new opportunities for self-determination.