“Intelligence doesn’t just sit on the school desks!” Sensory-motor game in the Embodied Centered perspective and Special Educational Needs

Abstract

The educational need of the contemporary school context is etiologically differentiated, multiform
and special. This requires planning didactic interventions for each and every one, which
consider the difficulties and recognize the excellence of the individual. It is not possible to think
of a multiplied and shattered didactic on individual students, much less would be a unique and
homologous didactic that does not recognize the differences (Gomez Paloma et alii, 2015).
It is necessary to identify teaching tools that are transversal to the differences, which everyone
can reach, guaranteeing anyone the achievement of bio-psycho-social well-being (WHO, 2002).
Psycho-pedagogical studies and neurosciences affirm that the body and emotions perform an
implementation function of learning, influencing “[...] the cognitive, the thought, the decisions,
the motivations, the spirit of initiative and autonomy” (Oliverio, 2009). Furthermore, collaboration
in a tutoring relationship is an incredible learning oppurtunity, useful to all those involved,
even for endangered students (Ianes, 2005).
In a continuity between school level that takes on the characteristics of circularity, in other words
allows to return to the body in and for learning, the aims of this paper is to combine together
the potential of Embodied Centered games and the Tutoring benefits, as strategies bearing the
same founding values.