Pre-Service Teachers' Perceptions of simSchool as Preparation for Inclusive Education: A Pilot Study
Asia-Pacific Journal of Teacher Education Volume 42, Number 3, ISSN 1359-866X
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.
Rayner, C. & Fluck, A. (2014). Pre-Service Teachers' Perceptions of simSchool as Preparation for Inclusive Education: A Pilot Study. Asia-Pacific Journal of Teacher Education, 42(3), 212-227.
Cited ByView References & Citations Map
Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
Jamie Manburg, Rashid Moore, David Griffin & Marvin Seperson, Nova Southeastern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 128–153
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