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- To work on emotional intelligence
- With people with hearing problems
- To improve decision-making ability. For example, facing different situations in which they have more than one possible option
 About the difficulties, what has been repeated is the need for training since they have no knowledge on the subject. Most schools have not used Virtual Reality or are going to launch it now.
- The lack of knowledge about VR demonstrates the need for training
- The lack of time to receive different trainings
- Some teachers think that if this technology is only used in students with special needs; we are not working as an inclusive way, so in their opinion this project should be offered to all
students
- The inversion needed to buy all the devices.
- The difficulty to obtain enough content or if we should even create any content …

Question set 3 - VR when working with SEN students: According to your opinion/experience, to what extent can VR technology be applied at WBL with SEN students? What special preparations work
would be needed when teaching SEN students by VR? For which group of SEN students (meaning: with which special challenges and needs) could this be particularly beneficial? For
which group could this be rather not useful? Do you think that special psychological, social or group dynamic preparations for SEN learners are needed? Which ones and why? Beside
VET and WBL, can you think of other areas of personal, social or professional development at which VR could be useful when working with SEN students? Which ones andhy?

What VET teachers and trainers say

Austria:
 It was generally difficult for teachers to assess to what extent VR is feasible for SEN students and especially in WBL, what opportunities and especially risks it holds and what kind of
support is needed. The teachers simply lack the relevant experience in this field as well as the necessary background knowledge.
 Therefore, first and foremost, the teachers themselves would like to have an in-depth training on how immersive media works and how to best use it in the classroom, especially with
SEN students.
 It is assumed, however, that this will make the workload for the teachers in the classroom much more onerous, because usually only individual students can deal with the VR glasses,
while the other students must also be supervised.
 In addition to the technical equipment, the teachers certainly need support in handling the hardware and software.
 The teachers assume that the more limitations a student has, and if there is a combination of physical, mental and cognitive limitations, the more difficult it will be to deal with VR;
especially for the teachers who work with visually impaired students, the question arises whether this is possible at all.
 In general, the teachers believe that in principle immersing students in immersive realities can be very interesting, entertaining and also educational, especially if it involves experiences
that they would otherwise not be able to experience so easily (due to their limitations, their life situation, their financial possibilities, etc.); e.g., travelling, diving, flying etc.
 In terms of learning, it could also be interesting for them to practice life situations and behaviours they are otherwise afraid of (e.g., self-expression, communicating (with strangers),
shopping, etc.).
 What gives the teachers food for thought is how to deal with stressful situations in VR. Especially students with mental and cognitive impairments will hardly distinguish between virtual
worlds and reality and easily get scared, stressed, etc.
 One of the open questions is also how to prevent people from running through the room and hurting themselves because they do not distinguish between fiction and reality.

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