Blended Learning Approach for Students with Special Educational Needs: A Systematic Review

Abstract

The paper presents evidence around derived from a systematic review of the literature on the blended learning approach for students with special educational needs. A comprehensive search through multiple known databases identified a dataset of 142 papers from which 22 papers met the criteria for in-depth analysis. The analysis revealed that approach, environment, learner, tools, support and evaluation are categories of extracted in blended learning approach for students with special educational needs. The elements of each category are introduced and explained in the article. However besides presenting the evidence found in literature, our analysis highlights that researching the effect of blended learning approach on SEN students remains an under-explored area of study. Few high-quality studies were found to evaluate the role of blended learning in special education, and those that were found provide only rudimentary evidence that integrating advanced technology with traditional approaches have potential to enrich learning environment among SEN students. Further well-designed research into the use of blended learning approach in special education is therefore needed.

Motor activity of children with disabilities in conditions of mixed education as scientific and pedagogical problem

“…It is believed [6,33] that blended learning is a powerful toolkit that allows solving problems that make it necessary to find forms of learning organization that would meet the needs and interests of students.…”

Supporting independently living people with intellectual disabilities: A qualitative study into professional remote support practices

“…Several authors have stressed the potential value of blended care for the daily functioning of people with intellectual disabilities (Frielink et al, 2020; Timmer, 2014; Vereenooghe et al, 2017). However, studies on its use in the field of intellectual disability services have so far been relatively limited and primarily focused on initiatives in therapy and educational settings (e.g., Bell et al, 2016; Cooney et al, 2017; Hronis et al, 2019; Zavaraki & Schneider, 2019). The fact that DigiContact support is generally used in combination with onsite support at home (Zaagsma, Volkers, Koning, et al, 2020) is an example of how blended care can be realised in support settings.…”

“… a Participants from previous studies on DigiContact (Zaagsma et al, 2019; Zaagsma, Volkers, Koning, et al, 2020; Zaagsma et al, 2021). Included in the analysis were 31 transcripts of interviews with 21 support users (most support users were interviewed twice).…”

Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities

“…Rivera (2017) has also shown that online supplemental materials can increase cognitive understanding for students with additional needs. A systematic review of the literature on blended and online learning for students with additional needs has shown that computer and network-based technology can improve the performance when used within a blended learning model (Zavaraki & Schneider, 2019).…”

“…There are few high-quality studies found to evaluate the role of blended learning for students with special educational needs (Zavaraki & Schneider, 2019). Available research completed to date shows that blended learning has a number of benefits for both nondisabled and disabled students.…”