Abstract
Inclusive education emphasizes the right of every child to receive quality education within an environment that respects and accommodates diverse backgrounds, including culture, gender, language, and abilities (Savolainen et al., 2011). However, many preschool teachers report feeling inadequately prepared to address the needs of students with disabilities, particularly in classroom management (Sukbunpant et al., 2013; Amornpaisarnloet & Arthur-Kelly, 2023). Effective classroom management is crucial for fostering academic and socio-emotional learning, especially in inclusive settings where behavioral challenges, such as those presented by students with autism spectrum disorder (ASD), can arise (Evertson & Weinstein, 2006). This study explores the development of an immersive virtual reality (VR) tool, the Inclusive Classroom Simulation (ICS), designed to enhance pre-service teachers' skills in managing inclusive classrooms. The results from the first phase of the study provided insights and requirements for designing the ICS prototype, which were validated in the second phase through testing with two user groups: lecturers and students. Surveys indicated positive feedback regarding the prototype's effectiveness, confirming its viability for further research.
Author Information
Jakkarin Thepvong, Chulalongkorn University, Thailand
Paper Information
Conference: IICAH2025
Stream: Teaching and Learning
This paper is part of the IICAH2025 Conference Proceedings (View)
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To cite this article:
Thepvong J. (2025) Designing an Immersive VR Tool for Inclusive-Classroom Simulation With ASD Students ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2025 Official Conference Proceedings (pp. 353-366) https://doi.org/10.22492/issn.2432-4604.2025.30
To link to this article: https://doi.org/10.22492/issn.2432-4604.2025.30
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