How Yulius Onderwijs Supports Special Needs Training with Warp VR

Introduction:

Yulius Onderwijs is an organization consisting of 14 schools for special educational needs. Yulius Onderwijs  helps new teachers working with special needs students get the training and support they need to feel confident and effective. Often times, new teachers lack the fundamental skills to work with special needs students from their own education. Yulius Onderwijs seeks to bridge this gap.

The Challenge: Bridging the Experience Gap in Special Needs Education:

The dynamic and often sensitive nature of working with students with special needs presents a significant hurdle for teacher training. Unlike standard classroom scenarios, these situations can be difficult, if not impossible, to safely and effectively replicate for practice. This is particularly difficult for new teachers, who haven’t been fully exposed to the difficulties of these unique environments, such as:

• Escalating behaviors: Situations where a student's behavior progressively worsens.
• Complex group dynamics: Navigating interactions and behaviors within a group of students.

The consequences of this inexperience can significantly impact both the teacher's confidence and the student's learning environment. Recognizing this critical need, Yulius Onderwijs understood the importance of bridging this experience gap by providing a space where teachers could learn and grow without the pressure of real-world repercussions, the ability to repeat training, and develop with the guidance of professionals and personal reflection after their training.

The WarpVR Solution: A Safe Space to Rehearse and Reflect:

Yulius Onderwijs partnered with WarpVR, integrating 360 degree immersive virtual reality scenarios into their comprehensive teacher training program. This multi-faceted approach combines the power of VR with structured reflection and peer learning to build teacher confidence and competence. The core of the VR integration involved:

• Two key learning goals for teachers:
  • Managing a student’s deteriorating behavior.
  • Navigating challenging group dynamics.
  • Preventing behavioral problems before they arise.

These VR experiences were strategically embedded within a larger framework:

• A six-week reflection period: Teachers were supported by a research group and focused on a self-defined personal goal for improvement.
• Two in-person training sessions:
  • First session: Active participation in VR scenarios, decision-making, and observation of virtual consequences.
  • Continued reflection: Applying learnings between sessions while recording progress and actions.
  • Second session: Sharing real-world application of VR insights, peer learning, and deliberate exploration of less effective choices within the safe VR environment.

Building Confidence Through Immersive Practice:

VR gives Yulius Onderwijs a critical advantage: a safe and repeatable environment for practical learning. The immersive nature of the VR scenarios allowed teachers to feel present in the challenging situations, experiencing the pressure and emotional nuances without the risks associated with a real classroom. This "rehearsal space" enabled them to experiment with different intervention strategies and observe the potential outcomes in a controlled setting. The ability to replay scenarios and analyze their decisions fostered a deeper understanding of effective techniques and built their confidence in applying these skills in their own classrooms.

Demonstrable Growth in Educator Confidence:

The integration of WarpVR has yielded tangible results in the confidence and preparedness of Yulius Onderwijs teachers:

• Enhanced Self-Efficacy: A significant outcome was the demonstrable increase in teachers' self-efficacy – their belief in their ability to effectively handle challenging situations. Participants reported an average increase of three points in their self-rated efficacy after the initial VR training and reflection period.
• Increased Sense of Preparedness: Teachers reported feeling 30% better equipped and more confident on average in their ability to manage complex behaviors and group dynamics, particularly those new to working with special needs students.
• Validation and Support: The training fostered a sense of being "heard" and supported among the educators. Sharing experiences and reflecting on their VR-informed actions with peers created a collaborative environment that boosted their confidence in their professional development.

Looking Ahead: Cultivating Confidence Across the Educational Landscape:

Yulius Onderwijs is exploring ways to build on the success of their VR-integrated training program. Their future plans include expanding this training to educators outside their organization, establishing it as a standard component of onboarding for all new teachers, and developing internal expertise in VR scenario creation. This forward-thinking approach, leveraging the power of WarpVR, positions Yulius Onderwijs as a leader in cultivating confident and highly effective educators for students with special educational needs.

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