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 the application of VR at WBL places SEN learners at the centre of their active learning and puts them in a position to verify and control their own learning acquisition process through the
strong interaction and link with the virtual or real environment that surrounds them;
 being, by principle, an easy-to-use technology, SEN students have more opportunities to access VR and develop a flexible and proactive mental set-up. In fact, by using any VR app, they can
develop a concrete approach to the world of work, preparing themselves for a more successful transition from school to work.
 Participants didn’t mention any particular target of SEN students to whom VR applied at WBL can be particularly beneficial. In general, they said that VR applied at WBL can be very beneficial
for any target of VET and SEN learners as the potential expressed by VR favours the active role of each student, allows and fosters, even emotionally, in the learners a greater ability to
immerse themselves and get involved during the same learning, by thus supporting and enriching their creative and communicative skills, which are very important skills for any real work
context.
 Finally, stakeholders and VR experts pointed out that VR applied at WBL changes the way SEN students approach the lesson in the classroom: immersive experiences facilitate concentration
and the interaction with the peer group and collaborative activity means that they take lessons more seriously and this can also reduce their risk of drop out.

Poland:
 The focus group admitted that they do not know what requirements are needed to teach SEN students. They emphasise that some may react less well to VR but do not know the medical
contraindications for not using VR.
 The focus group highlighted that VR can support students' motivation in the classroom in the first place. With VR they can also understand better the different processes / construction of
equipment which can affect their level of understanding of the lessons
 Participants stressed that it is always necessary to prepare for VR activities (especially for SEN)
 Participants stressed that VR should be used in moderation. Taking breaks after each 30 minute session
 VR is suitable for simulating different environments. In this way, it can be used with learners. VR can simulate dangerous situations in a safe way and practice learning how to respond
appropriately to emergencies.

Spain:
 It could be beneficial to learn content related to 3D perspective: Museum visits, etc.
 Students with autism could use VR technology to train their communication skills. They can try out eye contacts, etc.
 VR technology could also help people with intellectual disabilities to prepare them for regular activities, such as: going to the supermarket to buy something to eat, going to the train station
to catch the train, etc. If students practice these skills in VR, it would be easier for them later in real life.
 It could also be helpful for immigrants. The VR system could help integrate them into our society by showing them our culture and festivals. In addition, it could also be possible to bring their
culture here and share it with the locals.
 It could be beneficial to use VR to learn about the real dimensions of different structures, such as: the real size of the Egyptian pyramids, the length of the Nile, etc.
 Most people recommend using the VR system to improve and practice social skills. (Not just for SEN pupils - but for the whole class; making the activity accessible to all pupils).
 They also recommend using the VR system to optimise communication between different speakers. (Useful for pupils who have just arrived in the country).

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