Virtual reality and associated technologies offer unique potential for learning in special educational contexts. Research studies have demonstrated applications of collaborative VR for encouraging and enabling children with autism to communicate and collaborate with other people. Despite the enthusiasm of students and teachers for these applications, implementation of new technologies in schools is challenging and, often, when the support of the research team is no longer available, the technology remains unused. We reflect upon our experiences in two projects in which collaborative VR applications were developed specifically for use in the autism classroom in the UK. Both projects provide extension to a previous methodological framework for VR application in mainstream education (Crosier et al., 2002). We conclude that further development of the framework, including consideration of the wider organisational context, is needed to address issues related to limited uptake in schools.
Newbutt, N., & Cobb, S. (2018). Towards a framework for implementation of virtual reality technologies in schools for autistic pupils. In P. Standen, S. Cobb, D. Brown, P. Gamito, & K. Appiah (Eds.),