Step Inside the Impossible: Lived Experiences of Special Education Teachers in Using Virtual Therapy in Teaching Social and Emotional Skills among Students with Autism Spectrum Disorder

• Amalia Lasquite

  Special Education Teacher, Phoenix, Arizona, USA

1. Amalia Lasquite (Special Education Teacher, Phoenix, Arizona, USA)
   This study aimed to explore the lived experiences of special education teachers in using virtual therapy in teaching social and emotional skills among students with Autism Spectrum Disorder. This study used Georgi’s (2009) descriptive phenomenological approach. The participants of the study were special education teachers who have at least 3 years of teaching experience in multi-intensive setting for ASD who are using virtual therapy in teaching social and emotional skills among the students with ASD and were selected using purposive sampling technique. Researcher-made interview guide was used to collect the data from the participants and was validated by the experts in qualitative research. Data were collected using individual in-depth interview and were analyzed using Georgi’s (2009) descriptive phenomenological method using epoche, phenomenological reduction, imaginative variation and synthesis. Four themes emerged among the data collected including (1) Special education teachers experience a process of adaptation and transformation in using virtual reality (VR) therapy as an instructional tool for teaching social and emotional skills; (2) The integration of VR therapy in special education is challenged by technical, pedagogical, and contextual constraints; (3) VR therapy is perceived to positively influence students’ social interaction, emotional regulation, and classroom engagement, although its effectiveness varies among students; and (4) Teachers construct meaningful interpretations of VR therapy as both an innovative instructional approach and a tool for enhancing inclusive education. Overall, VR therapy in special education enhances teaching practices and student learning, promoting engagement and social-emotional development. Teachers undergo professional growth but face challenges like limited resources and training. Its effectiveness varies among students, requiring differentiated approaches. With proper support, VR serves as a valuable tool that complements teaching and strengthens inclusive education.

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