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From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum

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Title: From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum
Language: English
Authors: Karina Wagner (ORCID 0009-0006-3371-8010), Lianna Olsen, Ryan Kellems (ORCID 0000-0002-7091-4487), Megan Sorensen, Alyssa Lowder, Kendall Roberts, Cade Charlton (ORCID 0000-0003-4617-827X)
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
FullText Text:
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PubType: Academic Journal
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  Data: From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum
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  Data: <searchLink fieldCode="AR" term="%22Karina+Wagner%22">Karina Wagner</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-3371-8010">0009-0006-3371-8010</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lianna+Olsen%22">Lianna Olsen</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+Kellems%22">Ryan Kellems</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7091-4487">0000-0002-7091-4487</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Sorensen%22">Megan Sorensen</searchLink><br /><searchLink fieldCode="AR" term="%22Alyssa+Lowder%22">Alyssa Lowder</searchLink><br /><searchLink fieldCode="AR" term="%22Kendall+Roberts%22">Kendall Roberts</searchLink><br /><searchLink fieldCode="AR" term="%22Cade+Charlton%22">Cade Charlton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4617-827X">0000-0003-4617-827X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(2):293-300.
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  Data: 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
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  Data: 8
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  Data: 2026
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Daily+Living+Skills%22">Daily Living Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Impairments%22">Perceptual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+Experience%22">Sensory Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
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  Data: 10.1177/01626434251387307
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  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1501628
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        Value: 10.1177/01626434251387307
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      – Text: English
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      Pagination:
        PageCount: 8
        StartPage: 293
    Subjects:
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Interaction
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      – SubjectFull: Executive Function
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      – SubjectFull: Daily Living Skills
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      – SubjectFull: Safety
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      – SubjectFull: Ethics
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      – SubjectFull: Barriers
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      – SubjectFull: Perceptual Impairments
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      – SubjectFull: Sensory Experience
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      – SubjectFull: Student Needs
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      – SubjectFull: Teacher Role
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    Titles:
      – TitleFull: From Innovation to Integration: Classroom Strategies for Using VR with Students on the Autism Spectrum
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              Type: published
              Y: 2026
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            – Type: issn-print
              Value: 0162-6434
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