Throughout Europe, access for all and equality of opportunity for all are accepted policy and philosophical benchmarks in education. Promoting the adoption, and prioritizing the implementation, of non-discriminatory practices are high on education governance agendas. With 70% of all Europeans living in rural areas, it can be extrapolated that 70% of students with special education needs (SEN) also live in rural areas. Schools in urban areas draw on significant population densities and attract large student populations. Their ability to cater for individual needs increases with every additional class or teacher. Rural schools are in the main smaller in size with more limited resources. So while educational policy and philosophy might promote equal access and opportunity in many cases these aspirations are not the deciding factor. The fact is that geography and demography discriminate. For many SEN students living in rural areas real educational choices are limited. The range and diversity of specific education requirements that a rural school might be asked, or expected, to support is neither sustainable nor achievable. While advances in technology have brought significant challenges for educationalists who struggle to keep up with the demands of students, they also offer profound opportunities for improvement in educational provision. In virtual worlds there is no geography or demography to discriminate.ORSEN will pilot and develop the first open access SEN virtual classroom. It will enable any student with access to a computer to avail of personalized structured learning programmes that address their specific needs within a formal classroom setting. ORSEN will also provide extensive continuous professional development training for teachers to facilitate their engagement in this new learning environment and will develop appropriate media-rich learning tools. Parents of SEN students will also be supported to engage with the new learning infrastructure developed.