Date of Award
5-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Chair/Advisor
Dr. Abigail A. Allen
Committee Member
Dr. Christy J. Brown
Committee Member
Dr. Catherine A. Griffith
Committee Member
Dr. Shanna E. Hirsch
Committee Member
Dr. Pamela M. Stecker
Abstract
Collaboration is an essential skill for a special education teacher's (SETs) success in developing individualized education programs (IEPs) to ensure that students with disabilities have access to equal educational opportunities. Collaboration occurs when members of an inclusive learning community work together as equals to meet a student’s individual needs. Unfortunately, preservice SETs are often provided with little instruction during their coursework and are not given the opportunity to attend IEP meetings in field placements. Many teacher education programs provide only a select number of opportunities for preservice SETs to practice and apply collaboration skills, leaving teacher candidates feeling underprepared to engage in these behaviors. The present study examined the use of mixed-reality simulation (MRS) as a practice-based approach paired with video-modeling classroom instruction to train preservice SET candidates in collaboration skills using a simulated IEP meeting. Results indicated that the MRS paired with video modeling instruction improved both participants' perceptions and actual knowledge and their skill sets in the area of collaboration. Implications for practice and research are provided.
Recommended Citation
Scott, Samantha, "The Impact of Mixed-Reality Simulation on the Knowledge and Practice of Collaboration Skills of Preservice Special Education Teachers" (2024). All Dissertations. 3608.
https://tigerprints.clemson.edu/all_dissertations/3608
Author ORCID Identifier
https://orcid.org/0000-0002-6966-672X