Virtual reality (VR) is increasingly finding its way into the (german) education system (Roberts-Yates and Silvera-Tawil, Int. J. Spec. Educ. 34(1), 197–210, 2019). In Germany there are calls to consider, reflect on and incorporate supporting VR and the aspect of learning support (Kultusministerkonferenz, Lehren und Lernen in der digitalen Welt. Die ergänzende Empfehlung zur Strategie “Bildung in der digitalen Welt” (2021). https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2021/2021_12_09-Lehren-und-Lernen-Digi.pdf ). But there were no research about the potentials and limitations of VR in school regarding to physical and motor disabilities from the student’s perspective (Rohse and Schäfer, VHN. 93(4), 271–287, 2024). For this purpose, 12 students with disabilities aged 13–15 were interviewed after experiencing VR themselves. They used a head-mounted display (HMD) and elaborated two applications: (1) Vesper Peak (exploring a landscape) and (2) Beat Saber (rhythm-based movements). The interviews were analyzed via Qualitative Content Analysis (Kuckartz and Rädiker, Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Grundlagentexte Methode, 5th edn. Beltz Juventa, Weinheim Basel, 2022). The participants report affective and motivational aspects and that emotional experience is given high priority. The results show that VR in school and specifically in several subjects are useful because it makes learning easier and allows to explore places that are difficult to reach. The students described limitations in the technical handling and the attitudes of teachers towards VR in class. The presentation provides information about inclusive media literacy and education in the funding focus of physical and motor disabilities.