Extended Reality and Special Educational Needs: Evolution, Trends and Pedagogical Perspectives

Extended Reality (XR), which includes augmented, virtual, and mixed reality, is gaining prominence in the field of education as a valuable didactic tool. However, its effective implementation requires consideration of classroom diversity, particularly the presence of students with special educational needs (SEN), who may require tailored adaptations. This article presents a literature review of XR-based educational interventions targeting SEN learners, conducted through structured searches in major scientific databases and applying explicit inclusion and exclusion criteria to select and analyze the most relevant peer-reviewed studies. The review examines the pedagogical approaches, types of XR technologies employed, target populations, educational levels, and the skills or competencies addressed, as well as the reported effects on academic performance and learner motivation. The findings show that most interventions focus on the development of daily living, social, and professional skills, alongside domains such as language learning, natural sciences, and attention. Overall, the evidence suggests that well-designed XR experiences tend to improve both students' academic performance and their attitudes toward learning, highlighting XR's potential as an inclusive educational tool for learners with SEN. At the same time, these results underline that successful implementation depends on careful pedagogical planning, informed technological choices, and a deep understanding of students' individual profiles, needs, and interests to ensure truly effective and inclusive use of XR in special education.