Innovation in Clinical Experiences for Teacher Preparation: Utilizing Simulations to Support Inclusion.

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Bibliographic Details
Title:	Innovation in Clinical Experiences for Teacher Preparation: Utilizing Simulations to Support Inclusion.
Authors:	Ramirez, Erin M.¹ erramirez@csumb.edu, Chitwood, Kerrie Lemons¹ kchitwood@csumb.edu, Kurkjian, Matthew² ma.kurkjian@gmail.com
Source:	Issues in Teacher Education. Winter2026, Vol. 35 Issue 1, p21-39. 19p.
Subject Terms:	Individualized education programs, Student teachers, Experiential learning, Teacher education, *Inclusive education, Simulation methods & models, Inclusion (Disability rights)
Abstract:	As California teacher preparation programs respond to an expanding set of Teacher Performance Expectations (TPEs), innovative clinical experiences are needed to better prepare candidates for inclusive education and their legally mandated roles in the Individualized Education Program (IEP) process. This quasi-experimental study examined whether participation in a simulated IEP training impacted preservice educators' attitudes toward inclusion. Results showed no initial differences between groups; however, post-intervention analyses revealed statistically and practically significant improvements in the treatment group's attitudes towards inclusion (t(43) = 3.55, p < .001, d = 1.07), with within-group gains also significant (t(29) = -6.26, p < .001). These findings suggest that simulated IEP experiences can serve as powerful mastery experiences, enhancing candidate preparedness for inclusion and collaboration in diverse educational settings. This study supports embedding experiential learning models within teacher preparation programs to address persistent gaps in inclusive education training. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	As California teacher preparation programs respond to an expanding set of Teacher Performance Expectations (TPEs), innovative clinical experiences are needed to better prepare candidates for inclusive education and their legally mandated roles in the Individualized Education Program (IEP) process. This quasi-experimental study examined whether participation in a simulated IEP training impacted preservice educators' attitudes toward inclusion. Results showed no initial differences between groups; however, post-intervention analyses revealed statistically and practically significant improvements in the treatment group's attitudes towards inclusion (t(43) = 3.55, p < .001, d = 1.07), with within-group gains also significant (t(29) = -6.26, p < .001). These findings suggest that simulated IEP experiences can serve as powerful mastery experiences, enhancing candidate preparedness for inclusion and collaboration in diverse educational settings. This study supports embedding experiential learning models within teacher preparation programs to address persistent gaps in inclusive education training. [ABSTRACT FROM AUTHOR]
ISSN:	15363031