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 VR can have the potential to unify real-world activities and digital experiences, allowing all learners to engage their imagination and stimulate creativity, supporting education and opening
up new possibilities for interaction, especially for those learners with SEN or disabilities.
Expectation to the project are:
 to successfully adopt VR in the classroom and to include it in own educational paths, it is necessary to avoid too complex tasks, especially for those learners with SEN;
 the potential expressed by the VR technology needs careful reflection in order to be transposed with effectiveness and educational validity into the school curriculum.
 to be trained on how to use VR apps for didactic purposes in the classroom with all learners and especially with those having SEN;
 to know how to include informal and non-formal learning in the classroom by using VR teaching practices, so that students can use VR tools even outside the school and apply the VR skills
they have acquired in the classroom in real work contexts;
 to know how to use the VR apps in a flexible way, so that they can be configured according to the needs and characteristics of their students and especially of those with SEN;
 to know how VR can contribute to make the training path of each student more personalized and tailor-made;
 to know how to facilitate and make more fruitful the SEN students’ learning path in the different VET educational fields through the use of VR apps and tools;
 to know how to make the most of the potential of VR applied to teaching and training;
 to be provided with knowledge on managing a virtual classroom, including safety requirements and health risks.

Poland:
 Most of the people taking part in the Focus Group have not had the opportunity to use VR before. There were 4 people in the Focus Group who had experienced VR before (one has his own
VR kit at home - Oculus Quest 2, another had used VR at a science fair, the other 2 had used it in other circumstances). All were using professional VR headsets (not smartphone-based ones)
 Opinions on VR were mixed (among those who use it). Most said that VR is too expensive and using apps and games in VR gets quickly boring. One person felt that VR is rapidly developing
and has great possibilities.
 Those who had not used VR before after seeing examples of apps and games said they would love to try it out.
 Those who had used VR before found using the VR equipment easy to use.
 Some felt that using VR for too long was tiring (mainly for the neck but also for the eyes)
 Some have complained that apps and games are still not working properly. Hardware is sometimes not responding as they wanted.
 Most of those gathered identified VR with entertainment (mainly games) not necessarily with education
 One person was familiar with the use of VR in factories
 The participants felt that it would be useful to have a list of applications to use in training
 Those gathered felt that it would be useful to have some sort of guide on how to use VR glasses in the classroom: what activities, when to use them in what circumstances, who cannot use
VR glasses (medical contraindications, etc.)

Spain:
Although most teachers have not used virtual reality, most of them have previous experience with active methodologies and this is why they believe that this type of technology can have its place in
their schools. Below are the main conclusions about their previous experience and their opinion about the use of VR:

 They think that this could be a good way to find yourself in something similar to reality, with similar sensations as if sensations as if you were truly there.
 As they do not have much knowledge, they want to receive trainings
 They expect to find a wide world of new gadgets and resources to use in class, in an inclusive way, with every student.
 It could be a good tool to use in different projects, challenges and in different fields like in anatomy for students to see different body structures in a real way.
 They can be very useful to develop different skills both for students with special needs and for any student, to train communication skills for example

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