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The didactic-performative experience at a distance, centred on the body in action of the training laboratories activated at the University of Study Cattolica del Sacro Cuore of Milan and the University of Study Suor Orsola Benincasa of Naples, encouraged, through the exercise of ‘simplex property’ of the separation of functions, the crossing of borders of ‘presence/distance’, using Didactics at Distance (DAD) as an opportunity to search in everyone the potential patrimony of the action, able to go beyond the classical meanings of interaction, relationship, experience, emotion, through an effort of imagination and simulation, which even interaction with the machine can stimulate. The research work recalls the ambivalence and the plurality of interpretative keys of the teaching experience and includes its analogies with the performing arts. Starting from the ‘stage presence’, as a scenic ‘bios’ and source of energy, a third energetic space has been investigated, which can amplify the relational dimension. A space which the biologist Sheldrake defines as ‘morphogenetic field’ is the one in which it is possible, through the activation of an empathic climate, to make all the processes of emotional sharing, expressive rediscovery and acquisition of awareness sprout, making the experience of DAD a formative and transformative one.

Cognitive sciences and neuroscientific landings allow to support the existence of a circular dialogue between perception, action, emotion and cognition and their ability to influence and strengthen each other in the process of knowledge. These considerations are unavoidable, so they can and must have many impacts on teacher training. In particular, the training of support teachers requires cognitive reflections that are closely linked to experiential content, information, and body representations, that are capable of narrating effective and inclusive interpersonal relationships. After a description of the Embodied based constructs, that formed the basis of the training model, this contribution discusses about the treatment of the literature in support of the use of video both as an embodied training tool, designed to promote the centrality of the body in the processes of observation and simulation of inclusive strategies; and as a means of “narration” of effective and real inclusive processes, capable of having a positive impact on the perception of disability and its functioning. The undertaking of experiential and emotional body dimensions in training is an essential element, in order to promote, the construction of crossmodal skills of the teacher (corporeal-emotional-empathic) for the structuring of real inclusive processes and contexts in the classroom.