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work processes and activities, in the unhindered access to learning in general, in strength-
ening self-esteem and many other areas.

• - Although VR apps promise promising learning opportunities for many SEN students, it
has to be taken into account that the more heterogeneous the learner group is, the

greater the time and human resources and the required technical, organisational and

pedagogical competences and skills of the trainers have to be.
• If there are different SEN in the learner group, this must also be addressed differently -
e.g., in the selection of apps and the basic pedagogical-didactic concept. As long as one

stays on the surface with the experiential and learning content of the apps, the differ-

ences are still quite small. This will most likely change when one delves deeper into learn-
ing content, e.g., in WBL.

• The VETREALITY training course would need to prepare trainers on how to use VR with
diverse groups of SEN students (e.g., with mental, intellectual, physical, cultural-linguistic

etc. needs) - especially when SEN students with different and combined needs are in one
and the same class.

• Especially in the beginning, VR learning with SEN pupils requires a lot of time, both in
terms of preparation and immediate teaching.

• From a certain cognitive, mental, sensory or motor disability onwards (and especially if
these are combined), VR learning becomes increasingly difficult. Above all, in order not

to jeopardise the general well-being of the learners, medical and/or psychological opin-
ions should be sought in case of doubt as to whether VR learning units are reasonable for

the learners.
• In any case, the group of learners must be chosen very carefully and should have only a

few members (max. 6). Actually, this is a recommendation that is largely independent of
whether students have SEN or not.

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