How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program

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Mason, L., Glomb, N. & Blair, P. (2012). How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 630-635). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39642.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Lee Mason, The University of Texas at San Antonio, United States; Nancy Glomb, Peter Blair, Utah State University, United States

Abstract

The purpose of this study was to identify and examine how virtual simulations function to train pre-service teachers learning to conduct IEP team meetings. Seven pre-service special education teachers enrolled in a mild/moderate distance degree and licensure program participated in this research. Through multiple case study analysis, this study examined the specific behaviors emitted by each participant throughout these simulated meetings, as well as the antecedent stimuli and consequences controlling these behaviors. Additionally, participants were each asked to construct rules, based on their own simulated experiences, to govern their future behaviors for in vivo individualized education program team meetings. Results indicate that virtual simulations served a variety of functions for training teachers to work on a collaborative team, including increased practice opportunities and self-efficacy to collaborate with parents in the future.

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