The current study determines the Efficacy of the blended learning approaches (BLA) for students with special educational needs (SwSEN) in inclusive classroom settings. This study would aim to see how effective a BLA is for SwSEN in inclusive classroom settings. The BLA is a natural step from better access to e-learning and online materials, as well as the continuing requirement for a human element in the learning process. The BLA will not deliver on its hope of getting learning until educators are motivated to explore and build programs that provide learners with more varied learning opportunities than any of those provided either by the online or traditional classrooms. A BLA ensured that the student is actively involved and in control of his or her education. The appeal of a BLA rests in the integration of technology-assisted teaching strategies together with the learning procedure. Even though it is extensively agreed that media education provides unique prospects for inclusive classrooms, the majority of BLA now available are inaccessible to and consequently unusable by SwSEN. The widespread use of educational technologies, always like technology and communications, has provided educators with such a wealth of new chances to research better teaching settings for their students' learning strategies. The BLA was also well recognized by the SwSEN. The BLA is a possible result of a learning program based on innovative technologies. The outcomes display that BLA is beneficial than traditional approaches for SwSEN. At this point, the author provides some techniques in the hopes that BLA will be sustained since it can boost learners’ motivation, and it allows SwSEN in inclusive classroom settings to educate in a far more modern, adaptable, and independent way for SwSEN in inclusive classroom settings.

Keywords: Blended Learning, Efficacy, Inclusive Education, Online Learning, and SwSEN.