VIRTUAL SENSORY LEARNING CIRCLES: CONNECTING STUDENTS WITH MULTIPLE DISABILITIES IN DIGITAL ENVIRONMENTS

Abstract

This article addresses the implementation of virtual sensory learning circles as an inclusive pedagogical strategy for students with multiple disabilities in digital contexts. Faced with the challenges imposed by remote education, especially during the COVID-19 pandemic, educators had to rethink their practices to ensure equitable access to learning. In this context, sensory circles emerge as virtual spaces designed to stimulate the senses, foster meaningful interactions, and strengthen the bond between student, teacher, and family. Based on a qualitative approach, this research combines a literature review with an analysis of practical experiences conducted in public basic education schools between 2021 and 2023. The circles were developed using visual, auditory, and tactile resources mediated by accessible digital technologies. Family participation was essential to enable the activities within the home environment. The results show that the initiative increased student engagement, supported alternative communication, and expanded the students’ sensory repertoire. Furthermore, the circles allowed teachers to maintain a structured routine, which is essential for the development of students with multiple impairments. Despite challenges related to connectivity, lack of adapted materials, and the need for ongoing professional development, the practice proved to be viable, effective, and replicable across different educational settings. It is concluded that virtual sensory learning circles not only respond to an emergency demand but also point to innovative and lasting paths for building a more inclusive, creative, and responsive education for students with disabilities. Finally, the importance of investing in public policies, assistive technologies, and collaborative practices between schools and families is emphasized to ensure effective inclusion in digital educational environments.