Preparing General Education Teachers for Inclusive Settings

Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework

Bibliographic Data

ID22044086
AuthorsMelissa K Driver (0000-0002-1877-9222, Kennesaw State University, corresponding author), Kate E Zimmer (Branch Alliance for Educator Diversity, Peachtree City, GA 30269, USA), Kate Zimmer, Osman Khan (0000-0002-4386-4015, Kennesaw State University), Jasmine V Sadler (Kennesaw State University), Emily Draper (Kennesaw State University)
Year2024
Volume14
Issue4
Pages428
Publication date2024-04-19
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14040428
OpenAlexW4394962825
LanguageEN
Citations received1
References cited37

Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding of and perceived readiness to implement HLPs in favor of the mixed-reality treatment group. Examining the influence of this innovative technology on pre-service teacher lesson planning yielded mixed results. Findings hold implications for the preparation of special and general education teachers across all content areas

Coursework · Mathematics education · Multimethodology · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access