There exists a strong tradition of experiential methods of teaching at the school, that incorporates theatre, model making, role play, aromatherapy as well as more traditional teaching methods into the curriculum. Many computer based learning systems distributed nowadays rely on abstracted symbol systems, such as English, to communicate their message. Unfortunately, many students with severe learning disabilities experience difficulties in using such systems of disembodied thought. Virtual environments, however, are considered an ideal medium for use in the education of this group of students. This is because they have their own natural semantics, whereby a virtual house, for example, would appear and function very much like a real house, with three dimensional computer generated doors that can be opened and closed like their real world counterparts.
Concept attainment can occur through practical activity.
This research and development project has led to the production of a range of virtual environments used in the education of students with special needs. In addition there is a substantial programme of research to test and evaluate these VEs. This includes an assessment of the use of input devices, an assessment of the transferability of virtually learned skills to the real world and a study to assess whether the use of virtual learning environments promote self directed activity in students with severe learning disabilities. Virtual Environments for Communication. Input Device Development.