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 It is certainly possible to provide access to VR for all SEN students, but different pedagogical-methodological approaches will probably be needed for different groups; one will probably
also have to expect that these different groups will achieve different quality and intensity in VR experiences and learning.
France:
 VR could be used in class to visit places that are not accessible to some students due to architectural constraints
 VR can be useful for rehabilitation, for example when coupled with a walking device whose inclination and speed can change according to needs. VR is then considered to recreate an
environment in which the person moves and thus makes the exercise more fun and effective.
 VR can be useful especially for students with representational problems, cognitive problems, behavioural problems and possibly those with mental disorders.
 For learners with epilepsy or with great visuo-spatial difficulties, for whom looking at an interactive digital blackboard is already very complicated, the use of RV raises questions. It also
depends on the type of movements proposed in the activity (voluntary or undergone), in fact non-natural movements for humans carried out with drones for example, may be a source of
difficulties.
 For people who cannot grasp at least one of the two controllers.
 For learners suffering from vertigo, for whom we should study the special experience of proprioception with VR
 With deaf students, the simultaneous use of VR with vibrating objects such as vibrating floors.
 Who refuse to use VR (a minority), while the majority is rather attracted by this new tool. For this small group, special support is probably necessary.
 who find it difficult to express their feelings when using VR.

Ireland:
 Usefulness of VR in WBL depends on individual student
 Very careful student selection criteria need to be in place
 The VR experience in WBL has to be something that rewards your stepping out of reality
 Possible uses with students having Asperger or autism but not suitable for every student with these conditions.
 Of use to students whose primary learning style is physical, i.e., learning by doing
 Particularly useful for training for complex but repetitive tasks
 Care in the workplace that social isolation does not become an unintentional consequence of time being spent on VR application
 Would work best with individual students or small groups,
 Video information for students explaining the use or VR, the advantages and disadvantages would be useful
 Can only work if both teachers and employers receive training and are committed to using VR with clear learning goals in mind
 Care needs to be taken that the VR environment does not desensitize the student from the consequences of performing a task incorrectly in the real world. Health and Safety training should
accompany VR training
 Cannot be used as a substitute for a teacher engagement, educational delivery and relating to student individual needs but as another tool that the teacher can use
 Needs of the student take priority, there is no one type of SEN student, each student is individual and so VR needs to be adapter to the student needs and not the other way around.
 Ongoing Teacher engagement with student during WBL is essential is essential
Italy1 (CO&SO):
 In general, it has been stated that VR can be of support for the following groups of SEN students: students with socio-economic, linguistic and / or cultural disadvantages, Attention and
hyperactivity disorders, learning disorders. About WBL experiences and internships, it can be very useful to make SEN students live the internship experience concretely and prepare them
before going to the company.

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