Virtual Technology: 

Bringing the World Into the Special Education Classroom

http://web.a.ebscohost.com.library.aurora.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=a149366e-cc41-40e6-a252-e936217828d6%40sessionmgr4009

The article, Virtual Technology: Bringing the World Into the Special Education Classroom, began by introducing the reader to the different types of virtual technology that are available to use in the classroom. The differences between the different types of virtual technology from augmented reality where the user controls an avatar character to interact with a virtual world (think: Oregon Trail) all the way to full immersion experiences where the user dons a headset and hand controllers in order to experience the digital world in the first person. The different equipment needed for each type of virtual experience was explained as well as some of the software that is available that could be used in an academic setting. It was then explained how beneficial this technology could be when used for students with special needs. Field trips can be extremely beneficial for students, allowing them to develop much more concrete understanding of concepts taught in the classroom by allowing students to experience them and interact with them first hand. Unfortunately, once the experience is over, there is no way to revisit the content without going back to the site. The article explained that with virtual field trips, students are able to experience a field trip and then revisit as many times necessary. For students who are heavily impacted by physical or cognitive impairments, very practical virtual experiences are available through programs such as Virtual House or Virtual Supermarket. In the Virtual Supermarket program, the users are able to push a cart through isles and select products. Once finished shopping, the user must bring the items to the cashier and select the correct amount of money to complete their purchase. One can clearly see the benefits from this type of practice for real world life skills of interacting with others, decision making, proper behavior in public all without the added stress of making mistakes.
One of my good friends is a special education teacher in our district who works with students who are very impacted either physically or cognitively. Each year he and his coworkers bring their students to a local convenience store in order to work on proper behavior in a public setting, making decisions, interacting with people in the store, interacting with employees at the store and the process of paying for the goods they are purchasing. I don’t think that he would trade this experience for anything, but I was struck with how beneficial the Virtual Supermarket virtual reality program would be for his students in order to practice these skills before the actual experience takes place. I also thought that virtual technology would be extremely beneficial for general education students, especially at the elementary levels who have difficulty focusing on the important content involved on field trips or are not ready for the physical endurance needed for an all day field trip. Many times after a field trip when we are debriefing or discussing what we learned on the trip, my students are unable to discuss the content either because they didn’t see the content that I was hoping they would experience or because they simply don’t remember it. I would love to be able to use virtual technology to experience the trip before an actual field trip in order to “front-load” my students with information and allow them to plan on where to focus their attention during a field trip. Virtual technology would also be an excellent tool to revisit the field trip site to experience the material at my students’ own paces and as many times as needed to develop a full understanding of the content.

Smedley, T.M., & Higgins, K. (2005) Virtual technology: bringing the world into the special education classroom. Intervention in school & clinic. 41(2).