单选题 Some of today"s most cutting-edge technology is now being used to help students with special needs. No longer just the province of games for "video needs", virtual reality has come into its own as a tool for special education teachers and therapists. As such, it is used for assessment, teaching, and practice, according to Skip Rizzo, research assistant professor at the University of Southern California.
For example, virtual reality has been used effectively to assess students" depth perception, with the results being quite different from those obtained from traditional paper and pencil tests. It is also used to help students gain transition skills. Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate his way through buildings. And the beauty is, these students can make any number of mistakes without endangering themselves.
In fact, one of the biggest virtues of virtual reality is that it allows students to learn in a safe environment, and this holds true for students with behavior disorders. After a student has learned an appropriate behavior or way of controlling his or her anger, the student is put in progressively more difficult virtual social situations where he or she can practice the new technique. And it is expected that future teachers will be exposed to virtual classes, complete with "difficult students" to help them master behavior management techniques.
Virtual reality even allows us to tailor the world to meet a child"s needs. Let"s say we"re teaching a child to cross the street by paying attention to traffic signs. Educators have found that it is often difficult for the child to locate the traffic sign in a busy environment. With virtual reality, we can blow up the "walk sign" so the student knows what it looks like. Then we gradually begin shrinking the sign and adding other environmental elements. Once the student has mastered this virtually, he or she transfers the knowledge to the real world. In the end, this is the most important function of virtual reality programs for special students.

单选题 The word "province" (Para. 1) means ______.

单选题 According to the author, which group might NOT benefit from virtual reality applications to education?

【正确答案】 A

【答案解析】细节题。注意题干中的关键词NOT，可知本题为反选题。原文第二段说到：Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate his way through buildings.由此可知，可受益的人包括：“Students with autism or developmental delay”和Students in wheelchairs。因此，D选项的“有发展问题的学生”和C选项的“有身体残疾的学生”只是前述两组人的同义替换，故不能选。原文在第三段的第一句话接着提到：...this holds true for students with behavior disorders.说明“students with behavior disorders”也包括在受益人群中，B选项的“行为紊乱的学生”也是其同义表述，不能选。因此，只有A选项的“有精神疾病的学生”没有被提到，故正确答案为A。

单选题 Virtual reality can help future teachers learn how to ______.

【正确答案】 C

【答案解析】细节题。题干问的是“虚拟现实可以帮助未来的教师学到什么”。原文第三段最后一句说到：And it is expected that future teachers will be exposed to virtual classes, complete with "difficult students" to help them master behavior management techniques.由此可知，“difficult students”指的是“调皮捣蛋的学生”，因此C选项正确。A选项的“如何评估学生的技能水平”和B选项的“如何满足个体学生的需求”在文中均没有提到；D选项“如何使教师有秩序(地进行教学)”与文中第三段中“with behavior disorders”不符，也可排除。因此本题的正确答案为C。

单选题 According to the passage, what is the ultimate purpose of virtual reality in education?

【正确答案】 D

【答案解析】推理题。根据全文内容可知，A选项的“给予特殊学生在外部世界经历生活的机会”、B选项的“培训教师与有特殊需求的学生合作”和C选项的“允许特殊学生在安全的环境中学习生活技能”都是“virtual reality education”的具体实施方法。而“virtual reality education”的目的是要帮助“特殊”孩子顺利地融入主流社会。因此只有D选项“使特殊学生准备好进入主流社会”指出了目的，故选D。