Over the past decade, ensuring equal opportunities for learners with special educational needs (SEN) in higher education has gained global prominence. Contemporary pedagogical trends call for approaches and technologies that enhance the educational process, making it more accessible and appealing for students with impairments. The flipped classroom model, integrating digital technologies, addresses this by enabling better personalisation and adaptation to learners’ needs. Scholars highlight its flexibility and positive impact on academic outcomes, though challenges in digital environments require targeted solutions to improve accessibility.

In the flipped classroom model, the teacher designs a variety of electronic learning resources (presentations, educational videos, text documents, etc.) and preparatory activities that support the acquisition of new knowledge prior to in-person sessions. During classroom activities, the focus shifts to creative and engaging tasks, such as applying acquired knowledge through discussions, case studies, problem-solving, and providing guidance and feedback. This approach enhances processes of comprehension, deeper understanding, and overall retention of the learning material, thereby significantly improving the effectiveness of education for students with SEN.

The aim of this study is to explore the potential of educational scenarios based on the flipped classroom methodology to enhance learning and foster an inclusive educational environment for students with SEN. The research was conducted as part of the FLeD project, which focuses on creating flexible and personalised learning opportunities for all students, including those with SEN. This project represents a significant step towards overcoming traditional barriers in the education of students with SEN and establishing conditions that ensure equal opportunities and support for obtaining education that aligns with their abilities and needs. This priority aligns with the EU’s initiatives to promote inclusive education and lifelong learning for individuals with diverse disabilities.

The study presents findings from a survey conducted with 40 Bachelor's and Master's degree students from Sofia University "St. Kliment Ohridski," Bulgaria. Participants assessed three flipped classroom scenarios across face-to-face, synchronous, and asynchronous online contexts for students with dyslexia, hearing, and visual impairments. Respondents’ opinions were examined regarding key elements of blended pedagogical design: learning activities, educational resources, pedagogical communication, and assessment.

The data reveal that this methodology creates favourable opportunities for expanding learning accessibility for students with SEN, enabling them to learn at their own pace and alleviating many of the challenges and barriers they encounter in their educational journey. While all participants generally expressed positive attitudes towards the flipped classroom scenarios, the results highlight the need for further refinement of specific elements across the three modalities to better personalise the learning process according to the specific needs of each impairment group and the individual preferences of the learners. Their recommendations provide a reliable foundation for optimising the developed scenarios.

Keywords: Students with special educational needs, flipped classroom model, FLeD project.