Simulated Individualized Education Program Meetings: Valuable Pedagogy within a Preservice Special Educator Program

Autor/inn/en	Mueller, Tracy Gershwin; Massafra, Aimee; Robinson, Jason; Peterson, Lori
Titel	Simulated Individualized Education Program Meetings: Valuable Pedagogy within a Preservice Special Educator Program
Quelle	In: Teacher Education and Special Education, 42 (2019) 3, S.209-226 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massafra, Aimee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418788920
Schlagwörter	Simulated Environment; Individualized Education Programs; Meetings; Preservice Teacher Education; Special Education; Educational Theories; Theory Practice Relationship; Cooperative Learning; Feedback (Response); Special Education Teachers; Teamwork + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Kooperatives Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01