(Ministry of Education, Greece)

Abstract: Differentiated instruction is defined as the alteration of the learning process through flexible and alternative teaching approaches and actions that respond to the range of differences in terms of learning readiness, interests, and the way each student learns. Therefore, it is necessary for teaching to be differentiated in terms of content, process, and final product. Regarding the differentiation of the learning process, i.e., the activities in which students participate in order to understand or master each new cognitive subject, educators often use playful activities, as children learn through play, since this approach to learning has been shown to be particularly important for their cognitive, physical, emotional, and social development. Research shows that the use of play in the learning process is highly effective for students with special educational needs, as it enhances their active engagement, cultivates the skill of effective communication and constructive collaboration, and positively influences their understanding of cognitive subjects. This study aims to demonstrate through literature review the positive impact of using play as an element of differentiated instruction on students with special educational needs.