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VR-Schooldom – Developing VR educational tools to support class accommodation and peer-level based learning for students with dyslexia 

The project aims at putting in place a transnational effort in providing concrete digital/technological educational tools to support teachers in delivering classes in which students with dyslexia can learn at the same level of their peers as well as interact with them on equal terms. Students with dyslexia need to be able to participate in the classes without feeling different or less intelligent.

Start date: 01/11/2021   End date: 01/11/2023

Project Reference: KA220-SCH-2A5FD234

EU Grant: 180.400,00 EUR

Programme: ERASMUS+

Key Action: KA 2

Action Type: Cooperation Partnerships (School)


  • Veseligas attistibas skola [LV] (Coordinator)
  • NGO Nest Berlin e.V. [DE]
  • Scuola Paritaria Pitagora [IT]
  • Center for special educational support “D-r Peter Beron” [BG]
  • Innovation Frontiers IKE [GR]

Project TOPICS:

  • New learning and teaching methods and approaches
  • Digital content, technologies and practices
  • Pedagogy and didactics



  • Education teachers
  • Schools,
  • VET providers
  • Universities
  • Policymakers at local, regional, and national level


  • 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.
  • Involve students with dyslexia and their classmates in piloting at the local level in which the VR contents will be provided as support to the daily school programme.
  • Involve classes in online-based soft skills activities to support the interaction of students with dyslexia and their peers (local phase).


Making an in-depth analysis of the last and current school year, among the students, those with SLD, and in the case of this proposal those with dyslexia, suffered from an additional inadequacy related to online learning. If we consider this experience from a different perspective, the distance learning experience has only remarked how the school system should improve its methods and open itself more to the employment of digital/technological tools that are adequate to implement classes that allow students with dyslexia to learn together with their mainstream peers. Special education teachers and mainstream teachers need new tools to make their classes more appealing and inclusive. To do so, of course, they require specific competences that enable them to participate in the creation of project Results but also to independently create this type of tool in the future.

Project OUTPUTS:

(1) E-learning course

(2) “VR-Schooldom” APP

(3) “You&Me=Us” E-Toolkit

Project Website

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