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Abstract
The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.
Acknowledgements
We would like acknowledge the assistance of the simSchool team for free access to the software and for being responsive to feedback on its utility.
Additional information
Notes on contributors
Christopher Rayner
Christopher Rayner’s teaching and research interests relate to inclusive education and students with ASD. His doctoral thesis was entitled “Video-based intervention for individuals with autism.”
Andrew Fluck
Andrew Fluck trained as a teacher and taught in Nigeria, England, and Australia. His research and teaching interests relate to the transformational potential of computers in primary, secondary, and tertiary levels of education.