Core Practice Simulations to Support Equitable Practices in Special Education Teaching and Learning

• In Event: Equity and “Core” Teaching Practices Across Disciplines: Bridging Constructs and Communities to Support Students’ Flourishing

Abstract

Objectives
Arizona and Florida recently created teaching pathways that remove the bachelor’s requirement (Will, 2022). Wisconsin’s use of emergency credentials increased 306% between 2012 and 2021 (CC Network, 2022). As more special educators begin underprepared or on emergency teaching licenses, the probability that students with disabilities will achieve equitable outcomes decreases. This has profound implications for all students, but disproportionately impacts minoritized students – who are taught by the least qualified teachers.
To address the urgent need to support preservice special educators’ skill and confidence in core practices, this study developed and trialed previously validated mixed-reality (MR) simulations for general educators. There were two study goals: 1) compare, contrast, and align general and special education conceptions of core practices in the context of three MR simulations; and 2) investigate how preservice special education teachers (PSETs) perceive, interact, and learn from mathematics MR simulations of making content accessible.
Theoretical Framework
Effective special educators address students’ needs through the design and implementation of anti-racist responsive instruction. Such responsiveness depends on educators’ flexible knowledge enactment that is responsive to varying contexts and student needs (Leko et al., 2015). PSETs need opportunities to develop adaptive expertise. Adaptive expertise is the ability to draw upon prior knowledge to solve novel problems (Bransford & Shwartz, 1999; Hatano & Oura, 2003) and is acquired through a learning process called deliberate practice (Ericsson, 2014).
Common preservice approaches often provide few deliberate practice opportunities. This means that white PSETs frequently “practice” with minoritized students in teachers’ field placements, doing harm in the process. Developing a core practice-based teacher education curriculum is one solution to this dilemma (Brownell et al., 2019). Such a curriculum is one in which practice-based learning opportunities are centered around a suite of practices known to be effective and necessary for equitable instruction.

Methods and Data Sources
Five PSETs taking a required methods course were recruited and enacted three practice-feedback-reflection sessions around common mathematics topics (n=15 sessions). In the first stage, researchers collaborated with PSETs and experts of deliberately diverse identities to review, compare, contrast, and revise three making content accessible MR simulations. The MR simulations – aligned to best practices in special education – were embedded as formative tasks in the course. Feedback loops had (a) different models of the core practice, (b) simulator practice, (c) structured feedback, and, (d) PSET’s reflection and goal setting for the following session. PSETs completed pre-post questionnaires about the simulations, the core practice, and their self-efficacy. Simulation and feedback sessions were transcribed, scored by trained raters, and shared with the PSETs.

Results and Significance
Simulations functioned well; however, revisions will emphasize in-the-moment equitable adaptive expertise. PSETs reported that feedback cycles felt emotionally safe and supported necessary risk-taking for culturally responsive teaching. Data continue to be analyzed; however, analyses suggest that PSETs found the simulation environment realistic and supportive. Their self-efficacy improved, though scores on the simulations did not change over the PSETs’ three sessions. Simulations provide an opportunity to learn the adaptive expertise that will ensure PSETs’ effectiveness with minoritized students.

Authors

• Courtney A. Bell, University of Wisconsin - Madison

• Sarah D. Lent, University of Wisconsin - Madison

• Kimber L. Wilkerson, University of Wisconsin - Madison

• Melinda Leko, University of Florida