VR-Schooldom envisaged journey focused on three specific scope based objectives: O1 Technical Scope > involve special education teachers and mainstream teachers in a training programme aimed at providing them with the required knowledge and skill to develop specific educational Virtual Reality contents (hereinafter VR) applied to school subjects that are particularly difficult for students with dyslexia. O2 Educational Scope > involved students with dyslexia and their classmates in piloting at the local level in which the VR contents was provided as support to the daily school programme. O3 Emotional Scope > involved classes in online-based soft skills activities to support the interaction of students with dyslexia and their peers (local phase).
VR-Schooldom project was initiated to address critical need for inclusive educational tools in classrooms with dyslexic students. Project's foundation rested on creating a collaborative, transnational platform for digital tool development, aiding teachers in integrating dyslexic students seamlessly with peers. In Latvia, Recognized 8,144 (8.8%) SEN children in 2014-2015. 2020 laws emphasized inclusive education in mainstream settings. Germany witnessed a substantial increase from 14% to 38% in SEN students attending mainstream schools (2005-2015). Italy identified 2.9% students with SLD, over 254k, promoting inclusive norms in education. Bulgaria integrated 32,000 disabled students in schools; 2016 reforms focused on educational support centers. Greece found a 5.52% dyslexia rate among adolescents, aligning with global trends. Project was a response to amplified challenges in online learning for students with SLD, especially during recent shift in educational paradigms. It aimed to equip educators with innovative tools for more engaging, inclusive classes, enabling dyslexic students to participate without feeling disadvantaged. Initiative was a stride towards creating an educational environment.