From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum
Saved in:
| Title: | From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum |
|---|---|
| Language: | English |
| Authors: | Karina Wagner (ORCID |
| Source: | Journal of Special Education Technology. 2026 41(2):293-300. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Computer Simulation, Students with Disabilities, Autism Spectrum Disorders, Special Education, Program Effectiveness, Interaction, Executive Function, Daily Living Skills, Safety, Ethics, Barriers, Perceptual Impairments, Sensory Experience, Student Needs, Teacher Role |
| DOI: | 10.1177/01626434251387307 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Virtual reality (VR) is an emerging tool in special education that enables immersive, individualized, and engaging learning experiences for students with autism spectrum disorder (ASD). This article explores the benefits, challenges, and practical implementation of VR in classroom settings to support social interaction, executive functioning, sensory regulation, and life skills. It outlines a comparison of commercially available VR headsets, sensory accommodations for students with ASD, and strategies for customizing VR content aligned with individualized education program (IEP) goals. Additionally, the paper highlights recommended applications, addresses safety and ethical considerations, and discusses accessibility features critical for inclusive VR integration. While VR offers exciting possibilities, challenges such as high costs, limited teacher training, and infrastructure demands remain. Potential solutions include collaborative partnerships, professional development, and scalable models that enhance long-term implementation. As VR continues to evolve, it holds promise as a transformative tool for promoting engagement, autonomy, and growth among students with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501628 |
| Database: | ERIC |
| Abstract: | Virtual reality (VR) is an emerging tool in special education that enables immersive, individualized, and engaging learning experiences for students with autism spectrum disorder (ASD). This article explores the benefits, challenges, and practical implementation of VR in classroom settings to support social interaction, executive functioning, sensory regulation, and life skills. It outlines a comparison of commercially available VR headsets, sensory accommodations for students with ASD, and strategies for customizing VR content aligned with individualized education program (IEP) goals. Additionally, the paper highlights recommended applications, addresses safety and ethical considerations, and discusses accessibility features critical for inclusive VR integration. While VR offers exciting possibilities, challenges such as high costs, limited teacher training, and infrastructure demands remain. Potential solutions include collaborative partnerships, professional development, and scalable models that enhance long-term implementation. As VR continues to evolve, it holds promise as a transformative tool for promoting engagement, autonomy, and growth among students with disabilities. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251387307 |
