Blended learning for children with SEN

Abstract

Inclusive education is a fundamental principle of modern educational systems, ensuring equal learning opportunities for all students, including those with Special Educational Needs (SEN). In this context, blended learning has emerged as a relevant pedagogical model. This paper examines its role in supporting the academic, social and emotional development of students with SEN.

The study adopts a conceptual and descriptive approach based on educational literature and practical teaching experience. It outlines the core elements of blended learning: direct interaction, digital resources and learner autonomy, and compares face-to-face and online learning environments.

The analysis indicates that blended learning facilitates differentiated instruction, enhances student engagement, and supports individual learning rhythms. Digital platforms enable continuous monitoring of progress, automatic assessment, and immediate feedback. For students with SEN, this approach contributes to improved academic performance, increased motivation, and the development of social and emotional competencies, while promoting diversity and tolerance within the school community.

Ultimately, blended learning offers a sustainable and inclusive pathway for improving educational quality in special education contexts. However, its effectiveness relies on thoughtful instructional design and the teacher’s capacity to harmonise technological tools with authentic human engagement.