Abstract
Mixed-reality teaching simulations can provide preservice special educators with targeted practice on instructional skills. The last decade of research indicates participation in a simulated classroom produced gains in preservice teachers’ use of evidence-based teaching practices and increased their confidence in working with students with disabilities. This column describes the procedures for using a mixed-reality teaching simulator with preservice special educators teaching a reading lesson to a virtual student avatar. Advantages and considerations for use of the simulator are discussed.
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