Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal communication, and restricted and repetitive behaviour (APA, 2013). Autism is thought to be largely biological in origin, affecting information processing by altering how nerve cells in the brain and their synapses connect and organize (Levy et al., 2009). Parents typically notice signs of autism in the first two years of their child's life (Myers and Johnson, 2007). Autism is diagnosed in at least 1% of the population (Baird et al., 2006). It is estimated that 32-50% of individuals with autism also have intellectual disability/learning difficulties. Students with autism progress much better when specific educational supports are provided. Visual supports for both receptive communication (daily agendas, individual work-systems, tasks panels, tasks structures, etc.) and expressive communication (alternative communications systems based on picture-exchange to communicate what they need, and to share ideas with others) are examples of autism-specific supports that have evidence for their effectiveness (Mesibov and Howley, 2003).The IVRAP project is based on the combination of one of the most extended models of autism intervention on education (named Individual Work System) with the power of Immersive Virtual Reality (IVR) and Hand-Tracking sensors to manipulate virtual environments.The individual work system is defined as a visually organized space where children practice acquired skills (Schopler et al. 1995). A work system visually communicates at least four pieces of information to the student including (1) the tasks the student is supposed to do, (2) how much work there is to be completed, (3) how the student knows they are finished, and (4) what to do when they are finished (or ‘‘what’s next’’). The work system provides a structured opportunity for students to practise skills deliberately and independently. Individual work systems may also promote students’ generalization of skills across settings. At least three scientific studies have demonstrated the effectiveness of this method for promoting independent learning (Hume et al, 2007; Bennett et al, 2011 and Hume et al, 2012).In a previous nationally funded project (Spanish Ministry of Industry and Commerce, project TSI-100700-2015-11), a prototype of a Virtual Reality based Individual Work System has been developed and successfully tested by UVEG with KOYNOS SCHOOL. IVRAP project will further develop this technology and make it available to be used for free by any student with autism and intellectual disability (IVR Tool, Intellectual Product O1). IVRAP will also conduct a research (O2) with a larger sample of students in order to scientifically validate the IVR Individual Work System and produce a MOOC (O3) on Virtual Reality and Autism. Policy recommendations will be produced as the result of O4. One training action (C1) will teach professionals about the use of O1 and three multiplier events will be celebrated: E1 in Valencia (Spain), E2 in Konya (Turkey) and E3 in Bristol (UK) in order to disseminate the four intellectual products to all the relevant stakeholders.Immersive Virtual Reality has the potential of transferring and generalizing knowledge very rapidly, not only from the point of view of students with autism, but also from the point of view of teacher training. It can particularly help those geographical areas were access to qualified autism intervention training is very limited. With a Virtual Reality environment, many elements of an autism intervention can be easily incorporated into the daily practice of a teacher who now will also have a powerful tool to boost learning of students with autism and intellectual disability.Participating education departments from the local governments KONYA IL MEM and CEFIRE-Inclusiva will increase their repertoire of training resources to prepare teachers. The participating universities UVEG and UWE will strengthen its contact with the first-hand experience of attending students with autism and/or learning difficulties. This will increase their knowledge about these difficulties and will allow researchers to identify additional needs. The digital nature of all the project results will enormously facilitate dissemination of results both inside and outside organisations. Four schools will participate in IVRAP. Only one of them have already participated in Erasmus+: TREBOL, and another three are newcomers: SOBE, CAMBIAN and KOYNOS.IVRAP counts on a strategy of relying on existing agreements with non-profit organisations specializing in distributing and maintaining IT products for autism, such as the partner ADAPTA FOUNDATION. This, together with the participation of AUTISM EUROPE, will also foster the transferability of the tools and educational practices to others and the generalization of their use, as the life-cycle of the products will then be much longer than the project life-cycle.