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Abstract

To date, research on mixed-reality simulation has focused mostly on behavior analytic skills, and few studies have focused on improving special educators’ communication with paraeducators. To address this gap, we evaluated the use of mixed-reality simulation related to communicating with paraeducators using a structured feedback process. Results indicated that teacher candidates improved their comfort and confidence in providing feedback to paraeducators. Qualitative analyses indicated that most participants perceived their experiences with mixed-reality simulation plus coaching as positive, while a few participants reported negative perceptions of the intervention. Limitations, implications for using mixed-reality simulation and coaching to supervise paraeducators, and future research are discussed.

Keywords

mixed-reality simulation communication paraeducators teacher education coaching feedback

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Using Mixed-Reality Simulation and Coaching in Special Education Courses to Improve Communication Skills With Paraeducators

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Keywords

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