This study explores how virtual reality (VR) can support the professional development of educators working with learners with Autism Spectrum Disorder (ASD) through an interdisciplinary approach combining inclusive education, learning sciences, and immersive technologies. Grounded in Design-Based Research, the study investigates educators’ training needs and translates real classroom experiences into immersive learning scenarios.

Using a mixed-methods methodology, data were collected through an online questionnaire (N = 92), 14 semi-structured interviews, and two focus groups with educators experienced in inclusive education and ASD. The analysis identifies recurring classroom challenges, key situations requiring targeted training, and pedagogical strategies currently used in practice.

These findings inform the co-design and development of an immersive VR training application that is currently being implemented and tested. The application enables educators to engage with realistic classroom situations, reflect on their pedagogical choices, and experiment with inclusive strategies in a safe environment. By bridging educational research, special education, and immersive technology design, this study highlights the potential of VR as a technology for supporting special education and strengthening inclusive competencies in educator’s education.

Authors:
Malak Kanaan, Arts et Métiers Institution, France

About the Presenter(s)
Malak Kanaan is a PhD candidate in educational technologies. Her work focuses on virtual reality, accessibility, and supporting teachers working with learners with ASD.

Connect on Linkedin
https://www.linkedin.com/in/malak-kanaan/

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