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and/or people with psychological or mental limitations, one should not underestimate the negative
effects of a virtual world that looks amazingly real. It can lead to anxiety, complete overestimation

of oneself, loss of real spatial orientation and much more. The consequences can be the complete
irritation of students and accidents can happen (e.g., when people move uncontrolled and without

perceiving reality through real spaces). Apart from real dangers, legal and physical frameworks

must also be taken into account: without the consent of guardians, many groups of learners are
not allowed to be exposed to the stress of VR, and many of the headsets are still too heavy, so that
if they are worn for a longer period of time (which can be as little as 10 min), they can lead to

muscular complaints in the neck area, headaches, etc.

We generally follow an open inclusive approach in our work and develop learning materials that

can be used in the classroom with any kind of student, no matter what special need or kind of
impairment he/she has. Our task should be to familiarise the VET trainers with the VR-based learn-

ing method to such an extent that they are eventually able to integrate VR into their lessons always
tailored to the very needs of their students. Nevertheless, we would like to warn everyone at this

point, especially inexperienced trainers, to imagine this as very easy. VR learning is much more
than putting on VR goggles and pressing the start button of an app - especially if it is not only about

providing a general VR experience, but about concrete WBL! It takes a lot of practice and training
and you need comprehensive technical, practical and pedagogical skills and knowledge to use VR

in VET in a targeted way. And these skills and knowledge change with the different needs of the
students. There are completely different access barriers and work obstacles to overcome when

working with students whose special needs derive from psychological, intellectual, physical, cul-
tural-linguistic or other (or a combination of several) causes.

Therefore, please be prepared that with a heterogeneous group of SEN students you can very

quickly achieve first results and basic experiences in VR learning; however, if you want to go into
depth and also practise WBL, you will probably have to choose different methodological and or-

ganisational approaches adapted to the respective needs of the learners and make appropriate
preparations, including appropriate training of the trainers.

Some of the most important direct feedbacks from the Focus Groups were:

• VR lessons seem to be suitable for many groups of SEN students and can support them

in very different ways such as teaching general basic skills in expressions, languages or
arithmetic, in the understanding of abstract and theoretical content, in the training of

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