Special education often intersects innovation and tradition, where time-tested strategies meet emerging technologies. The challenge—and opportunity—is to weave these approaches together to create classrooms that are not just inclusive but transformative. To illustrate this, we’ll follow a fictional student, Devin, and his teacher, Ms. Ahmed, as they navigate a blended approach to learning.

While Devin and Ms. Ahmed are composite characters created to tell a story, their experiences reflect the challenges and possibilities teachers and students encounter in today’s classrooms.

The key to integrating VR (or any other technology considered revolutionary) into special education isn’t about replacing traditional methods. Instead, aim to build bridges between innovation and time tested. Devin’s story begins with Ms. Ahmed introducing him to following multi-step directions. She starts with a task board activity, where Devin learns to complete a simple recipe in a small group. Visual aids and verbal prompts guide him as he practices the steps.

Later, Devin puts on a VR headset and steps into a simulated classroom. In this environment, he faces a similar multi-step task—this time working independently. Ms. Ahmed handpicked and planned for Devin’s needs and addressed them in an immersive virtual environment. The combination of direct teacher guidance and VR practice gives Devin the confidence to succeed at his own pace.

For students like Devin, blending approaches makes learning accessible and engaging. Traditional instruction provides structure and personalization, while VR adds immersion and interactivity, bringing concepts to life.

Blended learning supports inclusion in several ways:

• Accessibility: Students with physical or cognitive challenges can engage meaningfully in VR scenarios that mirror real-world settings, like classrooms or grocery stores.
• Differentiation: Teachers can tailor VR experiences to match individual abilities and gradually increase complexity, as Ms. Ahmed did by transitioning Devin from group activities to independent practice.
• Collaboration: Traditional settings encourage peer interaction, while VR provides a safe space to rehearse social situations, boosting confidence for group activities.

These principles align with findings from Carreon et al., which emphasize that integrating technology should enhance—not overshadow—personalized and inclusive instruction.

For educators inspired by Devin’s journey, here’s how to approach blending traditional instruction with VR:

1. Start with a Clear Objective: Ms. Ahmed’s goal was for Devin to master multi-step directions. A defined goal guides every decision.
2. Pair Complementary Tools: Traditional methods laid the foundation, while VR added a dynamic layer of practice and reinforcement.
3. Engage Through Reflection: Post-VR discussions helped Devin connect his virtual learning to real-world contexts.
4. Monitor Progress: Ms. Ahmed used both observational notes and VOISS’s data-tracking tools to refine her approach and celebrate Devin’s growth.

These steps mirror Carreon et al.’s emphasis on strategic integration, ensuring that technology extends effective teaching practices.

For students like Devin, blending traditional instruction with VR isn’t just a strategy—it’s a lifeline. While Devin’s story is fictional, its possibilities are very real. This approach creates dynamic, supportive, and deeply inclusive learning experiences. By combining the best of both worlds, educators like Ms. Ahmed give every student the tools to succeed, making classrooms more equitable and empowering for all.

Have you tried blending VR with traditional instruction in your classroom? Share your experiences and ideas below, and join us for the next post as we envision the future of inclusive education.