Journal of Education & Social Policy

Blended learning Approach for Students with Special Educational Needs: a Systematic Review
Esmaeil Zaraii Zavaraki, Daniel Schneider

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.

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