本研究主要是運用設計式研究法，特教教師與語言教學專家及電腦工程師以跨領域的團隊合作模式在Second Life平台上建置出3D虛擬遊戲情境，並在此虛情情境中設計語言學習活動，透過多重資料收集，交叉驗證及不斷的反覆循環修正的方式，發展出適合身心障礙學生使用且具成效的多感官語言學習情境，以改善有語言發展遲緩共病的身心障礙學生之語彙和語句能力。本研究採取二階段性的教學實驗設計，受試者是四位身心障礙學生，這些學生除本身有注意力不足過動症、輕度自閉症或輕度智能障礙外，也合併有語言發展遲緩的共病。實驗前準備階段受試者先接受標準化語言能力測驗及研究者自編詞彙和語句成就測驗，以了解學生語言問題，確認欲改善的語言標的，並建立實驗基準線。接著研究者運用3D虛擬情境先進行第一階段每週二次，為期三周，每週一個場景，共三個場景的語彙和語句教學活動。每次教學實驗中，觀察學生在Second Life 3D虛擬情境的學習反應及身心障礙學生在3D虛擬場景中會遭遇到的問題，然後進行反思，並定期與語言教學專家及工程師團隊進行會議討論，然後修正所建置的場景與活動，如此不斷循環修改，逐步建立場景設計準則。之後依此準則建置另外五個更適合身心障礙學生的3D虛擬語言場景，並進行第二階段為期五周五個場景的教學實驗。五個場景進行時，除仍依學生反應進行場景活動修正微調外，並邀請其他特教教師和語言治療師體驗，針對場景與相關活動設計給予意見。本實驗所有階段的場景設計都以學生生活周遭有關的場景為主，如家中廚房、超市、學校健康中心和遊戲場、交通設施…等，讓其學習能與生活聯結，促進學習類化，以利於學生能將虛擬場景所學的語彙和語句運用於生活中。每個場景的學習活動遊戲化，學生被賦予任務，要闖關完成四個關卡。每單元活動分為初階詞彙活動(場景物件命名)、進階詞彙活動(場景物件歸類、定義和推理能力訓練)、語句活動(依該單元句型進行語句的聽理解反應與口說表達活動)和評量活動(綜合評量或延伸活動)四部分。學生在第二階段五個單元的學習活動完成後及一個月後以相同的標準化語言能力測驗及自編詞彙和語句成就測驗進行後測及延宕後測，以比較實驗前後的語言能力進展，探究這些有語言發展遲緩共病的身心障礙兒童在使用Second Life 3D虛擬情境進行學習後，其口語語彙和語句能力是否能有效提升。此外並收集家長意見及對學生進行訪談。研究結果發現，這三種類型障礙的學生，在語彙能力和語句能力上都有顯著的進步，且在說故事的語句長度、語句結構複雜度、語句量也有明顯的提升。家長問卷結果也顯示家長發現學生的語言能力有所進步，與實驗結果相符。除此之外，從教學過程錄影帶分析、學生訪談錄影內容，也顯示學生對於此二階段共八個場景的虛擬情境活動有高度的興趣，這樣的實驗設計能有效提升學習動機、專注力長度和行為自控能力。

This study applied a design-based research method, with the cooperation of an interdisciplinary team of computer programmers, scholars of language teaching, and special education teachers, to identify the practical problems of special education students, and then developed virtual environments in Second Life. These virtual environments were programmed with language learning activities for the special education students to use, by way of iterative cycles of testing, evaluating, and refining from various aspects of multiple data, in order to create an effective, barrier-less, multi-sensory virtual environment to enhance their Chinese vocabulary and sentence learning. This experiment has a two-stage experiments design, and was conducted on 4 students with disabilities who were diagnosed with mild autism spectrum disorder (ASD), mild mental retardation (MR), or attention-deficit hyperactivity disorder (ADHD). All students were comorbid with language delay. After standardized and teacher-made language assessments were administrated at the preparation stage as pre-tests to establish a baseline for this study, the first stage of the experiment was followed by three weeks of vocabulary and sentence formation learning activities in three different virtual settings in Second Life, from which the research team observed students’ reactions and discussed the problems students were confronted with in the 3D virtual world. Afterwards, the research team developed principles for modifying the designs of the 3D virtual settings. Then, a five-week period commenced as the second stage, in which five virtual settings with learning activities tailored to the research team’s findings were administrated. All the virtual settings were designed to resemble places closely related to the daily life of students, such as a kitchen at home, a school health center and play ground, a supermarket, transportation facilities, and so forth. In every unit, participants were asked to complete 4 missions which included a basic vocabulary activity (labeling), advanced vocabulary activities (categorizing, defining, and reasoning the objects), sentence structure practice, and a formative assessment (which functioned as a review of the content or as enrichment activities). After the experiment, participants received the same language assessments both at that time and a month later as a post-test and a delayed post-test. The result showed that all three types of disabled students not only had significant progress in their Chinese verbal abilities in vocabulary and sentence formation, but also in their storytelling competence according to the length, quality, and quantity of sentences. In addition, students showed better motivation, longer persistent attention, and improved self-control in the virtual world.

王華沛、黃玲瑗、廖淑戎、蔡怡寧（2004）。虛擬情境在特殊教育教學之應用。國教天地（屏師），156，9-17 。
石素里(2008)。注意力缺陷過動症兒童與普通兒童口語敘事能力之比較（未出版之碩士論文）。國立台北教育大學，臺北市。
孔令達、陳長輝(1999)。兒童語言中代詞發展的順序及其理論解釋。 語言文字應用， 2， 41- 46。
孔令達、傅滿義(2004)。兒童語言中副詞的發展。安徽師範大學學報，5，591-596。
李丹(1992)。兒童發展。台北市：五南。
李淑玲(2012)。虛擬情境體感互動遊戲對腦性麻痺幼童數數教學之行動研究。台中教育大學學報，26 ，25-49 。
林重宏(2005)。虛擬實境技術應用於視障者定向行動輔助之研究（未出版之碩士論文）。龍華科技大學，桃園縣。
林宥辰(2014)。基於虛擬實境復健之中風後運動網路功能性重組研究（未出版之碩士論文）。國立中央大學，桃園縣。
林靖凱(2008)。虛擬實境融入教學對國小智能障礙學童校園尋路教學成效之研究（未出版之碩士論文）。國立台北教育大學，臺北市。
林寶貴(2002)。語言障礙與矯治。台北市:五南。
林寶貴、黃玉枝、黃桂君、宣崇慧(2010)。修訂學齡兒童語言障礙評量表。台北市：國立台灣師範大學特殊教育中心。
周國光 王葆華(2001)。兒童句式發展研究和語言習得理論。北京市: 北京語言大學出版社。
洪萬菘(2008)。虛擬實境教學對交通技能之成效研究—以高職中重度智能障礙學生獨立到實習職場為例（未出版之碩士論文）。國立臺北教育大學，臺北市。
翁穎哲、譚克平(2008)。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，307，15-30。
教育部(2015)。104學年度一般學校各縣市特教類別學生數統計(身障) 【原始數據】。未出版之統計數據。取自https://www.set.edu.tw/Stastic_WEB/sta2/frame_print.asp?
filename=stuA_city_All_spckind_B/stuA_city_All_spckind_B_20160530.asp
張世慧、洪雅惠、孔淑萱、詹士宜、梁碧明、胡永崇和吳訓生（譯）（2012）。學習障礙與其他障礙之學習困難（原作者：Janet W. Lerner& Beverley Johns）。臺北市：華騰文化。（原著出版年：2012）。
張春興(1996)。教育心理學: 三化取向的理論與實踐。台北市:東華。
陳玉欣、于富雲(2007)。虛擬情境:輔助情境外語學習之科技。視聽教育雙月刊，48，14-24 。
陳宇堂(2011)。虛擬世界對身心障礙者參與之挑戰－以Second Life為例。台東特教，34，7-11 。
陳宇堂、陳明聰(2013) 。肢體障礙者使用Second Life 數位學習環境的可及性評估。國立台灣科技大學人文社會學報，9，281-305。
陳美玲(2012)。台灣學齡兒童與青少年詞彙定義能力發展：口語與書寫語言的比較（未出版之碩士論文）。國立臺北護理健康大學，臺北市。
陳貞佑(2009)。台灣學童詞彙定義能力的發展。（未出版之碩士論文）。國立台北護理學院，臺北市。
康琳茹(2005)。虛擬實境對腦性麻痺兒童伸取行為之訓練療效（未出版之碩士論文）。國立國立陽明大學，臺北市。
張顯達、鄒啟蓉(2006)。高功能自閉症兒童說故事能力與相關影響因素研究。特殊教育研究學刊，32，87-109
黃秀文、沈添鉦(2003)。不同年齡及不同語文程度學童的敘事表現之研究。嘉義大學學報，75，57-81。
黃政理(2010)。應用融入式虛擬實境系統對增進自閉症兒童社會認知之成效研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
黃瑞珍、簡欣榆、朱麗璇、盧璐(2011)。華語兒童理解與表達詞彙測驗指導手冊(第二版)。台北市：心理。
黃瓊誼(2006)。3D虛擬實境教學對國小中重度智能障礙學生徒步上學之成效（未出版之碩士論文）。國立臺北教育大學，臺北市。
楊坤堂、李水源、張世彗、吳純純(2003)。國小兒童書寫語文能力診斷測驗(第二版) 。台北市：心理。
葉千祺(2015)。虛擬實境體感互動遊戲與紙本教材對發展遲緩幼兒注意力成效之比較研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
曾怡惇(1993)。台北市國小啟智班中度智能不足兒童與普通兒童口語表達能力之比較。特殊教育研究學刊，9，151-176。
廖英壹(2014)。影響巴金森氏症患者跨越障礙物因子及虛擬實境訓練之效果（未出版之碩士論文）。國立國立陽明大學，臺北市。
廖述盛、黃秀美、賴崇閔(2011) 。虛擬情境結合問題導向學習應用於行動化醫學教育之研究。科學教育學刊，19，237-256 。
鄭琇仁、戰紅、陳慶萱(2010)。華語師資培訓之教學個案研究－以虛擬情境Second Life 為例。中原華語文學報， 5， 157-178。
錡寶香(2001)。國小低閱讀成就學生的口語述說能力：語言層面的分析。特殊教育學報，15，1-40。
錡寶香(2007)。特定型語言障礙兒童音韻短期記憶能力之初探。特殊教育研究學刊，32，19-45。
錡寶香(2009)。特殊需求兒童的語言學習問題與語言教學。臺北市：國立臺北教育大學。
錡寶香(2009)。兒童語言與溝通發展。臺北市：心理。
錡寶香(2013)。兒童語言障礙－理論、評量與教學。臺北市：國立臺北教育大學。
劉少維(2008)。在家教育癌症病童參與傳統電腦遊戲和虛擬實境遊戲的遊戲動機之比較研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
劉芝泲、梁碧明(2008)。標準化智力測驗在自閉症兒童診斷之探討。特教論壇，5，14-26。
劉淑靜(2014)。結合虛擬實境之踩車運動復健對中風病人下肢肌肉活動之影響（未出版之碩士論文）。中山醫學大學，臺中市。
蔡佳臻(2013)。 運用虛擬實境在中度智能障礙兒童平衡訓練練課程之研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
謝富惠(1989)。兒童習得故事結構的發展（未出版之碩士論文）。私立輔仁大學，臺北市。
籃玉如（2012）。設計式研究方法在數位學習研究的應用。載於宋曜廷（主編），數位學習研究方法（239-269頁）。臺北市：高等教育文化。
Amiel, T., & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 29–40.
Applebee, A. (1989). The child ‘s concept of story: Ages two to seventeen. Chicago : University of Chicago Press.
August, G. J. & Garfinkel, B. D.(1989). Behavioral and cognitive subtype of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 739-748.
Ayres, K. M., & Langone, J. (2008). Video supports for teaching students with developmental disabilities and autism: Twenty-five years of research and development. Journal of Special Education Technology, 23(3), 1-8.
Baker, L., & Cantwell, D. P. (1992). Attention deficit disorder and speech/language disorders. Comprehensive Mental Health Care, 2(1), 3-16.
Bart, O., Katz, N., Weiss, P. L., & Josman, N. (2008). Street crossing by typically developed children in real and virtual environments. OTJR: Occupation, Participation and Health, 28(2), 89-96.
Balcikanli, C. (2012). Language Learning in Second Life: American and Turkish Students' Experiences. Turkish Online Journal of Distance Education, 13(2), 131-146.
Benelli, B., Arcuri, L., & Marchesini, G. (1998). Cognitive and linguistic factors in the development of word definitions. Journal of Child Language, 15, 619-635.
Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0–19) with speech, language and communication needs. Nottingham: DCSF. Retrieved from http://dera.ioe.ac.uk/8405/1/7771-dcsf-bercow.pdf
Bernstein, D. K., & Tiegerman-Farber E. (2002). Language and communication disorders in children(3rd ed). Boston: Allyn and Bacon.
Carr, D. (2010). Constructing disability in online worlds: Conceptualising disability in online research. London Review of Education, 8(1), 51-61.

Chomsky, N. (2006). Language and Mind (3rd ed). New York: Cambridge University Press. Retrieved from http://ebooks.cambridge.org/.(Original work published 1968) doi: http://0-dx.doi.org.opac.lib.ntnu.edu.tw/10.1017/CBO9780511791222.
Cotton, W., Lockyer, L. & Brickell, G. J. (2009). A Journey Through a Design-Based Research Project. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1364-1371).Chesapeake, USA: Association for the Advancement of Computing in Education.
Collins, A.(1990). Toward a design science of education. Retrieved from http://files.eric.ed.gov/fulltext/ED326179.pdf
Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology, 45(1), 5-8.
Dickey, M. D. (2011). The pragmatics of virtual worlds for K-12 educators: investigating the affordances and constraints of Active Worlds and Second Life with K-12 in-service teachers. Educational technology research and development, 59(1), 1-20.
Eden, S. (2000). Enhancing children with hearing impairment with virtual reality. Retrieved from http://homepage.divms.uiowa.edu/~hourcade/idc2012-specialneeds/eden.pdf
Eden, S., Bezer, M.(2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal of Special Needs Education, 26(3), 337-353.
Eden, S. (2014). Enhancing storytelling ability with virtual environment among deaf and hard-of-hearing children. European Journal of Special Needs Education, 29(3), 370-386.
Eden, S., & Ingber, S. (2014). Virtual environments as a tool for improving sequence ability of deaf and hard of hearing children. American Annals of the Deaf, 159(3), 284–295.
Erez, N., Weiss, P. L., Kizony, R., & Rand, D. (2013). Comparing performance within a virtual supermarket of children with traumatic brain injury to typically developing children: a pilot study. OTJR: occupation, participation and health, 33(4), 218-227.
Fusar-Poli, P., Cortesi, M., Borgwardt, S. , Politi, P. (2008). Second Life virtual world: a heaven for autistic people? Medical Hypotheses, 71(6), 980-981.

Giddan,J.J., Milling,L.,& Campbell,N.B. (1996). Unrecognized language and speech deficits in preadolescent psychiatric inpatients. American Journal of Orthopsychiatry, 6, 85-92.
Gilberta, R. L., Murphya, N.A., Alice B. Kruegerb, A. B., Ludwigb A. R., & Efrona T. Y. (2013). Psychological benefits of participation in three-dimensional virtual worlds for individuals with real-world disabilities. International Journal of Disability, Development and Education, 60(3), 208-224, Retrieved from http://dx.doi.org/10.1080/1034912X.201
3.812189
Glykas, M., & Chytas, P. (2004). Technology assisted speech and language therapy. International Journal of Medical Informatics , 73, 529-541.
Gonsalves, L., Campbell, A., Jensen, L., & Straker L. (2015). Children with developmental coordination disorder play active virtual reality games differently than children with typical development. Physical Therapy, 95 (3), 360-368.
Gorrindo, T., Groves, J. E. (2009). Computer Simulation and Virtual Reality in the Diagnosis and Treatment of Psychiatric Disorders. Academic Psychiatry, 33(5), 413-417.
Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes , S., & Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: an exploratory study. Journal of Computer Assisted Learning, 28, 574-584.
Harris, K., & Reid, D. (2005). The influence of virtual reality play on children's motivation. Canadian Journal of Occupational Therapy, 72(1), 21-29.
Huang H. M., & Liaw S. S. (2011). Applying Situated Learning in a Virtual Reality System to Enhance Learning Motivation. International Journal of Information and Education Technology, 1(4) , 298-302.
Huilt,L.M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development (3rd ed.) Boston: Allyn and Bacon.
Jeffs, T. L. (2010). Virtual reality and special needs. Themes in science and technology education, 2(1-2), 253-268.
Jerger, S., & Damian, M. F. (2005). What’s in a name? Typicality and relatedness effects in children. Journal of experimental child psychology, 92(1), 46-75.

Kersner, M. & Wright, J. A. (1993). How to manage communication problems in young children. London, England : David Fulton.
Keskitalo, T., Pyykkö, E., & Ruokamo, H. (2011). Exploring the Meaningful Learning of Students in Second Life. Educational Technology & Society, 14(1), 16–26.
Kim, S.H. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology, 18(2), 20-35.
Kruger, R.(2014). Virtual World Accessibility: a Multitool Approach(Master's thesis). Retrieved from http://scholar.sun.ac.za/handle/10019.1/95932http://access.uoa.gr/ ICEAPVI-2015/proceedingsFiles/107-112.pdf
Kruger, R., & van Zijl, L. (2015). Virtual World Accessibility with the Perspective Viewer. Proceedings of ICEAPVI, 105-110. Retrieved from http://access.uoa.gr/ICEAPVI-2015
/proceedingsFiles/107-112.pdf
Lan.Y. J., Kan, Y. H., Hsiao I. Y. T., Yang, S. J. H., Chang, K. E. (2013). Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration. Australasian Journal of Educational Technology, 29(2), 184-202.
Lan,Y. J. (2014). Does Second Life improve Mandarin learning by overseas chinese student? Language Learning & Technology, 18(2), 36-56.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16–31. Retrieved from http://llt.msu.edu/issues/ june2015/action.pdf
Layton, T. L., Crais E. R., Watson, L. R. (2000). Handbook of early language impairment in children: nature. Albany: Delmar.
Leonard, L. B., Miller, C. A., Deevy, P., & Rarf, L. ( 2002). Production operations and the use of nonfinite verbs by children with specific language impairment. Journal of Speech and Hearing Research, 45(4), 744-758.
Li, J. S., Xu, H., & Chen, S. S. (2012). The effect of flow and motivation on users’ learning outcomes in Second Life. Journal of Educational Technology Development and Exchange, 5(1), 95-108.
Liang, M.Y. (2012). Reimagining communicative context: ELF interaction in Second Life to learn EFL. Journal of Language, Identity, and Education, 11, 16–34. doi: 10.1080/15348458.2012.64411
Lindsay, G., Dockrell, J., Desforges, M., Law, J., & Peacey, N. (2010). Meeting the needs of children and young people with speech, language and communication difficulties. International Journal of Language & Communication Disorders, 45(4), 448-460.
Love, A. J., & Thompson, M. G. (1988). Language disorders and attention deficit disorders in young children referred for psychiatric services: analysis of prevalence and a conceptual synthesis. American Journal of Orthopsychiatry, 58(1), 52.
Martins, M., Cunha, A., & Morgado, L. (2012). Usability test of 3D connexion 3D mice versus keyboard+mouse in Second Life undertaken by people with motor disabilities due to medullary lesions. Procedia Computer Science, 14, 119-127.
McGhee-Bidlack, B.(1991). The development of noun definitions: A metalinguistic analysis. Journal of Child Language, 18, 417-434.
McKinney, S., Horspool, A., Willers, R., Safie, O., & Richlin, L. (2009). Using second life with learning-Disabled students in higher education. Innovate: Journal of Online Education, 5(2). Retrieved from http://www.innovateonline.info/index.p hp?view =article&id=573
Mitchell, P., Parsons, S., & Leonard, A. (2006). Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders , 37(3), 589-600 .
Murfett, Powell, & Snow. (2008). The effect of intellectual disability on the adherence of child witnesses to a ”story grammar” framework. Journal of Intellectual & Developmental Disability, 33(1 ), 2-11.
Muzio, J. C., & Serra, M. (2001). HCI Challenges In Designing for Users with Disabilities.
Systems, Social and Internationalization Design Aspects of Human-computer Interaction, 46-50.
Nippold, M. A. (2007). Later language development: School-age, children, adolescents, and young adult(3rd ed.). Austin, TX: Pro-Ed.
Owens, R. E. (1996). Language development: An introduction (4th ed). Boston: Allyn and Bacon.
Owens, R. E. (2004). Language disorders: A functional approach to assessment and intervention(4th ed). Boston: Allyn and Bacon.
Owens, R. E. (2008). Language development: An introduction(7th ed). Boston: Allyn and Bacon.
Parsons T. D., Silva, T. M., Pair, J., & Rizzo, A. A. (2008). Virtual environment for assessment of neurocognitive functioning: virtual reality cognitive performance assessment test. Medicine Meets Virtual Reality, 16, 351-356.
Paul. R. (2007). Language disorders from infancy through adolescence: assessment and intervention(3rd ed). St. Louis: Mosby.
Pereira, A., Vega, K., Filippo, D., David, V., Raposo, A., & Fuks, H. (2009). Enacting Collaboration via Storytelling in Second Life. In Carriço, L., Baloian, N., Fonseca, B.(Eds.), Lecture Notes in Computer Science: Vol. 5784. Groupware: Design, Implementation, and Use (PP. 319-327). Lisboa, Portugal, Springer-Verlag. doi: 10.1007/978-3-642-04216-4_27
Pinborough-Zimmerman, J., Satterfield, R., Miller, J. , Bilder, D., & Hossain, S. (2007). Communication Disorders: Prevalence and Comorbid Intellectual Disability, Autism, and Emotional/Behavioral Disorders. American Journal of Speech-Language Pathology, 16, 359 – 367.
Rahim, N. F. A. (2013). Collaboration and knowledge sharing using 3D virtual world on Second Life. Education for Information 30, 1–40. doi: 10.3233/EFI-130928
Reed, V. A. (2005). An introduction to children with language disorders(3th ed). Boston: Allyn and Bacon.
Reed, V. A. (2014). An introduction to children with language disorders(4th ed). Harlow: Pearson Education.
Roulstone, S., Wren,Y., Bakopoulou, I., & Lindsay, G. (2012). Interventions for children with speech, language and communication needs: An exploration of current practice. Child Language Teaching and Therapy, 28(3), 325-341.
Scarborough, H.S., Fowler, A. E. (1993) The relationship between language disorders and learning disabilities. American Speech-Language Hearing Association, 3, 12-5.
Schwartz, R. G. (2009). Handbook of child language disorders. New York: Psychology Press.
Shih, Y. C. (2014). Communication strategies in a multimodal virtual communication context. System, 42, 34-47.
Shriberg, L., & Widder, C. (1990). Speech and prosody characteristics of adults with mental retardation. Journal of Speech and Hearing Research, 33, 627-653.
Skylar, A. A. (2008). Virtual manipulatives as an assistive technology support for students with High-Incidence disabilities. Journal of Special Education Technology, 23(1), 47-53.
Smith, K. (2010). The use of virtual worlds among people with disabilities. The international Conference on Universal Technologies , 10, 19-20.
Standen, P. J., & Brown, D. J. (2005). Virtual reality in the rehabilitation of people with intellectual disabilities: Review. Cyber Psychology & Behavior, 8(3), 272-282.
Stendal, K., Balandin, S., & Molka-Danielsen, J. (2011). Virtual worlds: A new opportunity for people with lifelong disability?. Journal of Intellectual and Developmental Disability, 36(1), 80-83.
Stokrocki, M. (2014). Art treasure quests in Second Life: A multi-literacy adventure. Art Education, 67(2), 37-42.
Sun, L, & Wallach, G. (2014). Language disorders are learning disabilities: Challenges on the divergent and diverse paths to language learning disability. Topics in Language Disorders, 34 (1), 25–38.
Trautman,R.C.,Giddan,J.J.,& Jurs, S.G. (1990). Language risk factors in emotionally disturbed children within a school and day treatment program. Journal of Childhood Communication Disorders,13, 123-133.
Vilar-Beltrán, E., & Melchor-Couto, S. (2013). Refusing in Second Life. Utrecht Studies in Language and Communication, 25, 23-40
Wang, C. X., Calandra, B., Hibbard, S. T., & Lefaiver, M. L. M. (2012). Learning effects of an experimental EFL program in Second Life. Educational Technology Research and Development, 60(5), 943-961.
Wang, F. H., & Shao, E. M. (2012). Using Second Life to assist EFL teaching : We do not have to sign in to the program. Tech Trends, 56(4), 15-18.
Weiss, P. L., Bialik, P., & Kizony, R. (2003). Virtual reality provides leisure time opportunities for young adults with physical and intellectual disabilities. Cyber psychology & Behavior, 6(3), 335-342.
White, G. R., Fitzpatrick, G., & McAllister, G. (2008). Toward accessible 3D virtual environments for the blind and visually impaired. Proceedings of the 3rd International Conference on Digital Interactive Media in Entertainment and Arts, 134-141. doi:10.1145/1413634.1413663
Wikipedia (11 May, 2015). Second Life. Retrieved from http://en.wikipedia.org/wiki
/Second_Life
WWF (16 August, 2007). Second Life look at nature's real-life problems. Retrieved from http://wwf.panda.org/?111080/Second-Life-look-at-natures-real-life-problems
Yellowlees, P. M., & Cook, J. N. (2006). Education About Hallucinations Using an Internet Virtual Reality System: A Qualitative Survey. Academic Psychiatry, 30(6), 534-539.