Immersive Room

Virtual Reality

Virtual Environments

Program highlights

The Preparing for Adulthood with SEN/ALN program is aligned with industry-recognised Level 2/3 qualifications and developed in partnership with leading education and industry organisations.

Tailor-made for SEN learners, the program uses immersive virtual scenarios to help students practice real-world communication, decision-making, and process-based tasks in a safe environment.

This scalable, cost-effective solution enables institutions to deliver tailored support, boosting SEN learners’ confidence, independence, and long-term employability outcomes.

Start your two-week free trial today and see the difference for yourself!

 

Program brochure
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Learning outcomes

By using and completing this program, it is expected that users will:

  • To give the user an idea of Health and Safety in context of Preparing for Adulthood with SEN/ALN industry 
  • To provide an insight into the basics of Preparing for Adulthood with SEN/ALN techniques, such as communication, interactions, processes and general life skills. 
  • To provide an understanding of navigating real life scenarios 
  • To provide skills required to gain employment 

Contents

This program contains the following virtual scenarios:

In this scenario, learners are living independently and performing their morning routine before leaving the house. They will need to form good habits around their bedtime and morning routine, daily hygiene, and having a healthy, suitable breakfast. They will also need to perform tasks before leaving the house, such as cleaning and tidying, packing a bag, making lunch, and locking up. Learners need to carry out the following tasks safely and efficiently:

  • Use time management to set an alarm clock
  • Plan a healthy breakfast and lunch
  • Develop good habits
  • Plan their day

In this scenario, learners are planning a bus journey to college. They will need to look at timetables online and plan their journey, ensuring they have everything they need before leaving the house. Learners will travel on foot to the bus stop, using road safety knowledge as they navigate to their destination. They will need to board the bus and interact with the bus driver, potentially dealing with a crowded bus, and ensuring that they can get off the bus at the appropriate stop. Learners need to carry out the following tasks safely and efficiently:

  • Use a timetable to plan a journey
  • Navigate to a bus stop
  • Use road safety knowledge
  • Interact with a bus driver and passengers
  • Travel to a destination by bus

In this scenario, learners are planning a trip to the supermarket. They need to use a recipe for a meal to make a shopping list. Learners will need to ensure they have everything required for their trip to the supermarket before leaving. They will then navigate the supermarket, finding the items on their list and making decisions about the price, type, and alternatives. Learners will interact with supermarket staff and purchase their items at a self-checkout using cash. Learners need to carry out the following tasks safely and efficiently:

  • Write a shopping list using a recipe
  • Check they have the right items for a shopping trip
  • Select items at the supermarket
  • Make decisions based on comparisons and limitations
  • Interact with supermarket staff
  • Use a self-checkout using cash

In this scenario, learners are attending an interview for a job. They will need to choose an appropriate outfit, prepare their journey, and develop a good morning routine before leaving the house. Learners will also need to navigate a new professional environment, interacting with people and preparing themselves for the interview. Finally, they will take part in a job interview, demonstrating why they would be a good employee through body language and communication skills. Learners need to carry out the following tasks safely and efficiently:

  • Select an appropriate formal outfit
  • Develop a healthy preparation routine
  • Plan their journey
  • Use time management skills
  • Navigate a professional environment
  • Communicate effectively

In this scenario learners will receive a message from a friend at home that leads to a mild disagreement. Learners will need to choose appropriate responses to help de-escalate the situation and manage their emotions. The conflict continues with a follow-up message, giving learners the opportunity to apply different calming or problem-solving strategies. 

Next, they arrive at school or college, where they encounter your friend again. Learner will need to recognise their facial expressions and body language to identify whether they are feeling angry or upset and choose how to respond appropriately to reduce tension.

Finally, learners meet with their tutor who asks them to come into class. They will be given options to either enter the classroom or request reasonable accommodation, such as taking a short walk, to help regulate your emotions and manage the situation effectively.

Learners need to conduct the following tasks safely and efficiently: 

  • Handle a message from a friend that causes confusing feelings and decide how to respond. 
  • Use strategies to stay calm and process emotions, including when invited to a private group. 
  • Get ready for the day while maintaining focus and emotional control. 
  • Recognise others’ feelings, communicate with friends, and manage disagreements. 
  • Apologise, express feelings appropriately, and rebuild relationships. 
  • Respond calmly to your tutor and reflect on how you managed emotions throughout the scenario. 

 

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Program partners

Developed in partnership with the following organisations:

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