A Guide to Integrating Mixed-Reality Simulation in Initial and Advanced Special Education Programs

Abstract

Mixed-reality simulation (MRS) is an innovative and promising approach in teacher preparation programs. While the use of MRS as a practice-based learning opportunity (PLO) in special education teacher preparation and professional development continues to grow, integrating this novel technology can be daunting for faculty members and school leaders. The purpose of this practitioner guide is to further explain the utility of MRS, provide detailed explanation and resources for integrating this technology as a PLO in teacher preparation, and illustrate an example of how MRS can be used in special education coursework.

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

“…MRS provides PSTs with opportunities to learn and implement teaching strategies in unique situations that they may not otherwise have due to restricted access to schools or other potential barriers (Dieker et al, 2014;Driver et al, 2018). This technology allows PSTs to acquire knowledge and skills during meaningful experiences (Enicks, 2012).…”

“…Depending on the objectives of the experience, the avatars may be characteristic of students with disabilities or neurotypical peers (Walters et al, 2021). MRS topics include classroom management (Larson et al, 2020), non-verbal immediacy behaviors (Rosati- Peterson et al, 2021), collaborative skills in inclusive settings (Driver et al, 2018), differential reinforcement of incompatible behaviors (Judge et al, 2013), and specific praise and error correction (Dawson & Lignugaris/ Kraft, 2017). Yet, some researchers are concerned about the amount of time required to learn a skill in the simulator (Driver et al, 2018;Murphy et al, 2021).…”

“…MRS topics include classroom management (Larson et al, 2020), non-verbal immediacy behaviors (Rosati- Peterson et al, 2021), collaborative skills in inclusive settings (Driver et al, 2018), differential reinforcement of incompatible behaviors (Judge et al, 2013), and specific praise and error correction (Dawson & Lignugaris/ Kraft, 2017). Yet, some researchers are concerned about the amount of time required to learn a skill in the simulator (Driver et al, 2018;Murphy et al, 2021). Others have expressed concerns regarding the costs associated with MRS (Walters et al, 2021).…”

“…Researchers have studied the use of MRS to prepare PSTs to support IEP-related communications. Driver et al (2018) worked with a cohort of seven special education PSTs to use MRS to improve collaborations with a parent, administrator, general education teachers, and paraprofessionals. Participants prepared for this simulation by watching a multimedia video on working with families, reading a practitioner-friendly article, and reviewing an assessment summary report for a hypothetical student in advance of the MRS (Driver et al, 2018).…”

“…Driver et al (2018) worked with a cohort of seven special education PSTs to use MRS to improve collaborations with a parent, administrator, general education teachers, and paraprofessionals. Participants prepared for this simulation by watching a multimedia video on working with families, reading a practitioner-friendly article, and reviewing an assessment summary report for a hypothetical student in advance of the MRS (Driver et al, 2018). The participants completed four separate simulations on collaborative relationships with student avatars engaging in various behaviors (e.g., aggressive, defensive, hostile).…”