Representation of students with special needs who attend school during the covid period by distance learning is a social phenomenon that is a dilemma. Online learning, which requires independent student learning at home by independently accessing learning resources and completing coursework assignments online, becomes a problem for students with special needs who need learning assistance in their daily lives. Research Objectives is Represents the use of TPACK for students with special needs in online and offline classes in a personal dimension. This research was examined using a qualitative narrative method to track technological, pedagogical, and content developments (TPACK) for students with special needs studying in higher education. This study uses a Hargreaves narrative research design, so that it can explore the feelings of students with special needs, especially in the dimensions of physical/personal geography. This geographic dimension affects social interactions which are limited by personal factors where the emotional closeness that occurs in blended learning during the COVID-19 period will affect the emotional geography of students with special needs. The relationship between lecturers and students with special needs, the relationship between students with special needs and parents of students and the relationship between students with special needs students and the relationship between students with special needs and students with special needs becomes a research analysis that will be studied and studied so that it affects the level of understanding of students with special needs to find meaning in each lesson. Learning gained through online and face-to-face media. Using the blended learning learning method after COVID-19, students with special needs experienced obstacles in using digital learning media that were less disability-friendly, thus making them have obstacles in understanding learning materials both in learning at home and in class. The research findings highlight how students with special needs experience obstacles in adapting to individual differences, being friendly with lecturers’ learning techniques in online classes, adapting to online and offline class room situations, lack of completeness of disability-friendly learning facilities, so students try to adapt disability-friendly technology transfer that helps them in understanding pedagogy through modified technology as a solution for students with disabilities to understand and reflect on each learning material in the classroom and at home. The TPACK approach for students with special needs involves the educational context of motivation/involvement, assessment, feedback, adaptation, and communication provided by lecturers at campus and parents at home as a study buddy. The implications of this research are modified technology for students with disabilities as a creative space to search, find, analyze and reflect on learning through educational content and pedagogical knowledge.