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• The trainers should also have sufficient motivation to attend the train the trainer course
and offer VR learning in own classes.

• Above all, the trainer must be fully competent and experienced in the use of VR before
the pilots start working with the SEN students. Comprehensive Train the Trainer work-

shops might be necessary in all countries.

Recommendations - 6) Be prepared: Most of the time you will have to start from scratch in your
awareness raising activities or in your training because there is little previous knowledge! And don't

rely on the basic attractiveness of VR - this will soon fade away and everything will depend on how
well you are prepared and how good your training programme is!

• Many of the target groups and stakeholders will have heard of VR or tested it somewhere,
but be prepared that even then, most will not have a clue how it works and – especially

not – how to apply in VET! Be prepared that you have to start from scratch and that will
take a lot of time … and that involves everybody: the project group, the pilot participants,

the students etc.
• Make sure the technical equipment you work with really works (also for your aims and

objectives) – and that you also know how to work with it (don’t teach a trick to others
you haven’t learned yourself before!)

• Don’t rely too much on the general attractiveness of VR - the initial high interest in VR is

very likely to diminish considerably after some learning session – especially if hard ware
and/or software do not work properly.

Recommendations - 7) Working with SEN students: VR learning requires certain intellectual, psy-
chological, motor, sensory and other prerequisites - the more limitations there are here, the more

challenging its application. Does this argue against inclusive education - of course not!

• VR can be used by almost all SEN students and there are a variety of additional aids,

hardware and software to better enable the use of VR for persons with disabilities.
• However, you have to take into account that the effort to apply VR in class is generally

very high. The more heterogeneous the learner group is and the more specific and di-
verse their learning needs are, the more this effort increases. This is not new in general,

but when they use technologies that are new to everyone - the trainers and the learners
- they need to allocate more staff and time for this than usual.

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