HYBRID EDUCATION AND PERSONALIZED LEARNING FOR STUDENTS WITH ASD AND ADHD

Abstract

The research aimed to understand how hybrid education and personalized learning contributed to the learning process of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The general objective was to analyze how these pedagogical approaches supported the cognitive and social development of these students, emphasizing inclusion and accessibility. The methodology adopted was a qualitative bibliographic review based on publications from 2021 to 2025 that discussed hybrid education, personalized learning, and assistive technologies. The results showed that hybrid education, combined with personalized methodologies and the use of digital technologies, fostered autonomy, engagement, and participation among students, creating more flexible and inclusive learning environments. The analysis indicated that the Universal Design for Learning (UDL) and inclusive practices mediated by technological resources expanded opportunities for access and school permanence. It was also found that teacher training played an essential role in pedagogical and emotional mediation, strengthening the connection between teachers and students. In conclusion, the integration of hybrid education, personalization, and digital inclusion represented significant progress toward building a more equitable and diversity-oriented education, while recognizing the need for further studies to deepen the analysis of the long-term impacts of these practices.