Abstract
The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.
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