Design of a Virtual Classroom for Language and Literature Focused on Students with SEN

Abstract

This research focuses on the design of an inclusive virtual classroom for teaching Language and Literature to students with Special Educational Needs (SEN) in upper basic education. Based on a mixed-methods approach, surveys, interviews, and classroom observations were conducted to analyze technological access, teaching practices, and students’ perceptions regarding the use of educational technologies. The findings reveal that, although there is a favorable attitude toward the use of ICT, its effective implementation is hindered by the lack of teacher training, limited methodological adaptation, and connectivity gaps. An inclusive virtual classroom is proposed, grounded in the principles of Universal Design for Learning (UDL), integrating accessible digital resources, inclusive teaching strategies, and differentiated evaluations. The proposal aims to improve academic performance, motivation, and active participation of SEN students, promoting a more equitable and flexible educational environment. This model can be replicated in similar educational contexts and contributes to strengthening digital inclusion within the Ecuadorian education system.