Online learning aids SEN inclusion, but barriers in tech and training persist

The study reveals a cautiously optimistic view among rural teachers toward the integration of online education for SEN students. Many participants acknowledged that digital learning platforms offer flexible scheduling, tailored content, and individualized pacing - features that are particularly beneficial for students with learning difficulties, developmental delays, or behavioral challenges. The ability to pause, repeat, or revisit lessons in an online format was seen as a major advantage over traditional, one-size-fits-all classroom instruction.

The global shift toward inclusive education is gaining a digital edge, as hybrid learning models show growing potential in expanding access for students with special education needs (SEN). Yet, persistent challenges in infrastructure, teacher training, and policy alignment continue to hinder the full realization of these benefits across diverse educational settings.

A new qualitative study titled “The Impact of Online Education as a Supplementary Tool for Special Education Needs (SEN) Students: Teachers’ Perspectives”, published in Education Sciences, explores how rural schools in China are adopting online education to address disparities in support for SEN learners. Conducted by researchers Shuangping Gong and Li Li, the study draws from 16 in-depth interviews with teachers in four rural primary schools, offering an on-the-ground view of the promise and pitfalls of hybrid education.

The research comes at a critical time for China’s education system, as the country continues to transition from segregated models of special education to inclusive classroom environments. While the policy shift has been widely lauded, practical implementation remains uneven—especially in under-resourced rural areas. In these contexts, the integration of online education is emerging as a supplementary strategy to bridge gaps in specialist support, individualized instruction, and curriculum adaptation.

How do teachers perceive online education as a tool for SEN inclusion?

The study reveals a cautiously optimistic view among rural teachers toward the integration of online education for SEN students. Many participants acknowledged that digital learning platforms offer flexible scheduling, tailored content, and individualized pacing - features that are particularly beneficial for students with learning difficulties, developmental delays, or behavioral challenges. The ability to pause, repeat, or revisit lessons in an online format was seen as a major advantage over traditional, one-size-fits-all classroom instruction.

Moreover, the integration of multimedia content, such as animations, visuals, and interactive exercises, was identified as a key enabler of engagement among SEN students. Teachers reported that these tools helped reinforce core concepts and maintain attention among students who typically struggle in conventional learning environments. For some, online education offered the only feasible method to deliver customized lessons in the absence of qualified special educators.

Despite limited prior exposure to hybrid learning systems, teachers demonstrated a willingness to incorporate digital tools into their teaching strategies. Many viewed online education as a complementary asset, not a replacement, and emphasized its role in supporting in-person instruction rather than supplanting it. This aligns with China’s broader policy trend of promoting blended learning as a means to improve equity in educational outcomes.

What barriers undermine the effectiveness of hybrid models in rural areas?

While the study highlights the benefits of hybrid education for SEN learners, it also exposes a range of obstacles that hinder effective implementation. Chief among these is the lack of technical infrastructure. In several cases, rural schools reported unstable internet connections, outdated devices, and limited access to assistive technologies. These deficiencies not only disrupted lessons but also discouraged teachers from exploring the full range of online resources available.

Another critical issue is the digital skill gap among educators. Many teachers lacked formal training in using online platforms or designing inclusive digital content. This limitation was compounded by high workloads and insufficient institutional support, making it difficult for teachers to invest time in mastering new tools. The study emphasizes that without targeted professional development, the potential of online education as a supplementary tool will remain underutilized.

Curricular misalignment also posed a challenge. Teachers expressed concern that the available online materials were not always tailored to the cognitive and behavioral profiles of SEN students. In some cases, content was too complex, too abstract, or not culturally adapted to the rural Chinese context. The one-size-fits-all nature of many educational apps made it difficult to address the unique learning goals of SEN students.

Additionally, parental engagement was found to be limited. In many rural households, parents lacked the digital literacy or educational background to support their children’s online learning. Teachers noted that without home support, the benefits of hybrid education diminished considerably. This points to a broader issue of socio-economic disparity that intersects with educational access in rural communities.

What must change to make online education an inclusive solution for SEN learners?

The study concludes with a call for systemic changes to maximize the impact of hybrid education for SEN students. First, it recommends investment in digital infrastructure, including reliable internet access, modern devices, and adaptive technologies that cater to various learning disabilities. Public-private partnerships and government subsidies could play a key role in closing the urban-rural digital divide.

Second, the authors highlight the need for specialized teacher training programs. These should go beyond basic platform navigation and focus on pedagogical strategies for inclusive, technology-enhanced instruction. By equipping teachers with the skills to create accessible content and use data-driven tools for progress monitoring, schools can better support diverse learning needs.

Third, the study underscores the importance of localized curriculum development. Digital resources must be culturally relevant, linguistically accessible, and cognitively appropriate for the targeted SEN population. This requires collaboration between content developers, educators, psychologists, and policymakers to ensure coherence and effectiveness.

The research also stresses the role of family-school partnerships. Strengthening communication with parents, providing digital literacy training, and involving caregivers in the educational process are essential steps to ensure continuity of learning beyond the classroom. This holistic approach is particularly crucial in rural settings, where educational support networks are often limited.