Preservice special education teachers’ perceptions of mixed-reality simulation experiences

Abstract

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed.

Disclosure statement

We have no conflicts of interest to disclose.

Additional information

Notes on contributors

Georgia McKown

Georgia McKown is a doctoral student in the Learning Sciences program at Clemson University. Her research focuses on academic development for military-connected students in the United States and opportunities to improve teacher education to meet the needs of diverse student populations.

Shanna E. Hirsch

Shanna E. Hirsch is an Associate Professor of Special Education at Clemson University. Her current research focuses on implementing positive behavior interventions and supports; supporting novice teachers with classroom management; and implementing evidence-based practices to support students with and at risk for emotional and behavioral disorders.

Alex Carlson

Alex Carlson is a doctoral student in special education at Clemson University. His current research interests include supporting novice teachers, behavioral interventions in the classroom, and legal and policy issues in special education.

Abigail A. Allen

Abigail A. Allen is an Assistant Professor of Special Education at Clemson University. Her research interests include assessment and interventions in early writing, learning disabilities, curriculum-based measurement, and data-based instruction.

Sharon Walters

Sharon Walters is a doctoral candidate in special education at Clemson University. Her research interests include language interventions for students diagnosed with emotional behavioral disorders and using mixed-reality simulation in preservice teacher preparation.