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 Participants had no knowledge about what for which group of SEN students this will be particularly beneficial
 Participants felt that VR could provide interesting experiences for students with disabilities but could not fully argue (specify) this position
 Participants in the target group would like to learn about VR applications in SEN teaching with a focus on specific problems SEN have and what VR solutions for them might be good.
 The focus group sees VR as a good addition to the classroom that can support students' motivation and increase their interest in the class activities
Spain:
 We should need young people that suffer from dyslexia. This would give as the chance to live the experience.
 For young people that has attention deficit disorder
 To work non-verbal communication, we should be able to reflect different situations.
 In the same way, to simulate situations in which they could take advantage of it to improve their autonomy or skills. It also would be useful with people with learning difficulties.
 People with communication difficulties (simulating job interviews, e.g in VET), and especially with those with listening disabilities.
 In situations like the one, I mentioned previously. In these projects you have to work actively and communication, autonomy and decision-making skills are very important. That is why the
VR could be used to place these students in real situations where they could improve these types of skills.
 On the one hand, we need to be trained about students with special needs. We also need to be empathetic and have the ability to perform an analysis to know what are the needs that can
be met through VR. Finally, we need basic knowledge about how to use VR as well as the risks and benefits of its use.
 It could be beneficial not only for their learning process, but also for their self-esteem and wellness … and of course, for their inclusion;
 Social skills: For people that has intellectual disabilities or psychic disabilities etc.

What policy makers and experts say

Austria:
 This is very difficult to assess if you do not know the nature and degree of the disability. If these indicators are left completely undefined, the only possible use of VR is probably very general;
i.e., that students can put on VR goggles and move around a bit of content- and learning-less defined spaces (more or less just for fun and entertainment). However, if one wants to work
concretely with VR apps, either to cope better with one's disability or to further one's personal or professional education, very concrete apps must be used (or first developed), for which it
is then very important what entry-level qualifications and skills a user must have in order to be able to use them meaningfully.
 One of the participants knew of two apps that were developed especially for SEN students, one helps to learn navigation with the wheelchair better and more safely https://www.life-
tool.at/forschen-und-entwickeln/fe-projekte/detailansicht-projekte/wheelsim-vr) and one is for VR for autistic people (https://www.autismeurope.org/eu-project-ivrap-virtual-reality-to-
support-learning-2019-2021); he contacted both projects in preparation for the focus groups; the feedback was quite consistent, namely that the effort is very high and the products have
to be tailored exactly to the needs and possibilities of the users; anything else only leads to frustration and not at all to significant learning successes.
 In any case, substantial investments are needed, not only in the purchase of technical devices and equipment, but also in the training of teachers; moreover, additional specialists will be
needed, e.g., psychologists, technicians, etc.
 Some participants have some doubts as to whether all this effort is worth it and whether the apps developed are really so good in terms of content, so technically mature and so specific to
the target group that they can be used in the field of WBL. It may well be that we will have to wait a few more years.
 However, the majority was of the opinion that it can be very useful to examine all apps (even those that superficially only offer entertainment) to see what learning and development potential
they could have for SEN students. This can start with the confrontation with unfamiliar/new situations (which can be practised and experienced endlessly without much organisational effort
or additional costs), with the enhancement of self-esteem through the completion of - quasi realistic - tasks, with the training of transversal skills (self-organisation, understanding of complex
situations, orientation, communication, etc.) or simply more enjoyment of life (through games or adventure apps, etc.).

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