Wellbeing Perception in Inclusive Experiences of Blended Learning

This study analyses the level of well-being of the deaf and non-deaf students that participate in a blended learning experience. This study finds its relevance in the lack of scientific literature regarding inclusive education in virtual environments. The exploratory study shows a set of partial data of an ad hoc survey, validated in previous experiences. The results relate the students' expectations and the perception of well-being along the development of the experience, in an inclusive context. The findings indicate that there is a widespread high level of well-being which has been inferred from the analysis of evidence related to affective assistance and the personalization of technological and didactic strategies, resources and dynamics. The indicators analysed highlight accessibility, the increase of creative and collaborative participation, the face-to-face and virtual well-being and the avoidance of anxiety, frustration and reluctance.