The RoboSteamSen project (2023-1-ES01-KA220-SCH-000155379) is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Blended Learning for Inclusion

Typology
Methodological
Resource description
Blended Learning for Inclusion combines traditional in-person teaching with digital and online resources to support students with intellectual and developmental disabilities (IDD). This approach offers a flexible, personalized learning experience by integrating technology, which allows for self-paced learning and access to diverse materials. It provides IDD students with tailored support, enabling them to engage with content in ways that suit their individual needs and learning styles. By combining different methods of instruction, Blended Learning helps create an inclusive environment that enhances participation, understanding, and skill development for students with varying abilities.
Sample of use in education with students with IDD
https://www.acadecraft.com/blog/blended-learning-approach-for-special-educational-needs-sen-students/
https://jespnet.com/journals/Vol_6_No_3_September_2019/12.pdf
https://www.researchgate.net/publication/336574897_Blended_Learning_Approach_for_Students_with_Special_Educational_Needs_A_Systematic_Review
https://www.blendedinclusion.eu/wp-content/uploads/sites/16/2020/11/BLENDI_Guidelines_english.pdf
Difficulties to which it could be applied
Executive Functioning and Flexibility, Learning and Cognitive Challenges
  • Unability to follow instructions and rules
  • Time management
  • Organization and planning of tasks and activities
Sensory Processing and Sensitivities
  • Sensory-perceptual self-stimulation behaviors
  • Sensory overload
  • Hyporesponsiveness (se podria juntar con Hiper)
  • Hyper-responsiveness
  • Discomfort sensory-rich environments
Repetitive Behaviors and Restricted Interests, Sensory Processing and Sensitivities
  • Specific sensory preferences
Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Memory and attention to detail
  • Intense focus
Executive Functioning and Flexibility
  • Forgetful or losing things
  • Short attention span
  • Managing transition and adaption to changes and new situations
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests
  • Mental rigidity, need to follow routines
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Intense attachment to objects or activities
Emotional Regulation
  • Anxiety
Emotional Regulation, Social Communication Challenges
  • Use of nonverbal cues
  • Problems initiating and maintaining conversations
  • Literal interpretation of language and abstractions
  • Limited language use
  • Delayed development or unusual speech patterns
Emotional Regulation, Executive Functioning and Flexibility
  • Avoidance behavior or meltdowns
Learning Objetives
  • Develop functional writing skills
  • Emphasize self-reliance
  • Enhancing Language Skills
  • Facilitating Peer Interaction and Social Interaction Skills
  • Improving Attention and focus
  • Improving knowledge application
  • Improving metacognition (learning to learn)
  • Promote reading comprehension
  • Promoting Flexibility and Adaptability