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 Teacher supports need to be in place to bring them on the learning journey
 Integration of VR into existing coursework or WBL activity
 Perhaps VR should be used in more general classroom work before using it for WBL
 Innovation in VR content is required
 Recognise in centre staff who want to use VR, identify the advantages of VR, and also identify suitable students
 Identify employers who will assist with or even fund VR use
 Start small and build your institutions VR capacity in terms of knowledge, Training, use and facilities
 Cost of VR may be high but we need to examine Cost versus cost benefit
 One of the most fundamental ways in which the VETREALITY Project could begin to support the integration of VR is to start in a few select locations, provide the tools and training to staff
and students in order to determine its efficacy, and use that information in order to enact more widespread change in the system. This is likely the most that can be done at present in this
area, given the complete lack of VR resources available in most environments
 Adds value to the VET training
 Remember there are also teachers with SEN!

Italy1 (CO&SO):
 In general, VET experts and stakeholders agreed that VR can be of great support to VET / WBL with SEN students. However, the benefit depends on the student, since everyone has their
own difficulties. At first, they said, it is necessary to understand if, for that type of difficulty, there are virtual or augmented reality applications which may be more adequate / specific to that
educational need / disability.
 For a student with a migrant background, for instance, VR would be very useful in a language laboratory to learn phrases and words. While with a visually impaired student, VR is at the
moment not applicable as it concerns only visual sensations. However, touchable holograms are the next steps. So, as far as physical sensations will be implemented in VR, this Apps may be
beneficial for this target group too.
 Therefore, also in terms of preparation, everything depends on the students’ need. So, at first, it is very important that VET teachers / trainers assess students’ educational needs, skills and
difficulties. Only after having assessed the specificities of the potential users, they will be able to understand which kind of preparation will be necessary.
 At last, all participants agreed that VR can be helpful to improve both students’ hard and soft skills.
Italy2 (REATTIVA):
General requirements before start applying VR in VET/WBL with SEN students:
 All participants agreed that before start applying VR at WBL with SEN students it is important to think carefully about how the devices will be used and controlled in the classroom. First of
all, the learning environment should be safe and enjoyable for the targeted students to allow them achieving as much as possible from the lesson and the VR technology. Most of the VR
tools are not meant to be used on a desk. Students need to move, walk, and reach out. By consequence, the teacher must ensure that the classroom is an open and spacious place where
students can move freely and explore.
 Moreover, each virtual image causes different emotions. Therefore, it is very important to make sure that these emotions are positive so as not to disturb the SEN students' mental flow.
Skills needed by teachers/trainers to apply VR successfully in VET/WBL
 Participants pointed out that teachers/trainers need to be helped to discover the potential of VR applied at WBL in the classroom; to understand the basic principles of VR teaching/learning
valid for students with SEN; to deepen their understanding of how VR works, what makes virtual a classroom and how to choose the right VR hardware (headset/glasses) and software (app);
to have at their disposal guidelines on how to use VR applied at WBL during lessons in the classroom; to receive advice on managing a virtual classroom, including safety requirements and
health risks; to know the pedagogy of VR.

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