From Isolation to Influence: Examining the Impact of a Statewide Virtual Professional Learning Community on Special Education Professionals.
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| Title: | From Isolation to Influence: Examining the Impact of a Statewide Virtual Professional Learning Community on Special Education Professionals. |
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| Authors: | Reichel, Calandra1, Vaughan-Hussain, Lois2, Gullen, Kristine3, Chamberlin, Margaret |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p454-463. 10p. |
| Subject Terms: | *Professional learning communities, *Special education, *Collaborative learning, *Students with disabilities, *Leadership training, *Teacher effectiveness, *Career development |
| Abstract: | The MITTIN Project is a virtual learning library designed to strengthen independent living skills for students with moderate-to-severe disabilities. Virtual PLCs were launched to support the implementation of the interactive mixed-reality instructional modules. While prior research has demonstrated the impact of PLCs on instructional practice, less is known about their influence on educators’ professional growth, leadership development, and career trajectories, particularly in special education contexts. This qualitative evaluation examines the experiences of early MITTIN virtual PLC participants. Semi-structured interviews were conducted with members from the first two PLC cohorts. Interview data were analyzed using a multi-stage coding process to identify key themes related to participant characteristics, reported outcomes, and explanatory factors. Findings indicate that participation in the MITTIN virtual PLC was associated with increased knowledge and skill development, enhanced confidence and self-efficacy, expanded professional networks, and exposure to new career opportunities. Participants reported shifts in aspirations, leadership roles, and job satisfaction. Key mechanisms supporting these outcomes included collaborative learning, professional networks, facilitation, and a psychologically safe environment that positioned participants as both learners and contributors. These findings suggest that well-designed, virtual PLCs can simultaneously strengthen educator capacity while also improving outcomes for students with disabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194880273 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From Isolation to Influence: Examining the Impact of a Statewide Virtual Professional Learning Community on Special Education Professionals. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Reichel%2C+Calandra%22">Reichel, Calandra</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Vaughan-Hussain%2C+Lois%22">Vaughan-Hussain, Lois</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gullen%2C+Kristine%22">Gullen, Kristine</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Chamberlin%2C+Margaret%22">Chamberlin, Margaret</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p454-463. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+learning+communities%22">Professional learning communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Leadership+training%22">Leadership training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The MITTIN Project is a virtual learning library designed to strengthen independent living skills for students with moderate-to-severe disabilities. Virtual PLCs were launched to support the implementation of the interactive mixed-reality instructional modules. While prior research has demonstrated the impact of PLCs on instructional practice, less is known about their influence on educators’ professional growth, leadership development, and career trajectories, particularly in special education contexts. This qualitative evaluation examines the experiences of early MITTIN virtual PLC participants. Semi-structured interviews were conducted with members from the first two PLC cohorts. Interview data were analyzed using a multi-stage coding process to identify key themes related to participant characteristics, reported outcomes, and explanatory factors. Findings indicate that participation in the MITTIN virtual PLC was associated with increased knowledge and skill development, enhanced confidence and self-efficacy, expanded professional networks, and exposure to new career opportunities. Participants reported shifts in aspirations, leadership roles, and job satisfaction. Key mechanisms supporting these outcomes included collaborative learning, professional networks, facilitation, and a psychologically safe environment that positioned participants as both learners and contributors. These findings suggest that well-designed, virtual PLCs can simultaneously strengthen educator capacity while also improving outcomes for students with disabilities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 454 Subjects: – SubjectFull: Professional learning communities Type: general – SubjectFull: Special education Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Leadership training Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Career development Type: general Titles: – TitleFull: From Isolation to Influence: Examining the Impact of a Statewide Virtual Professional Learning Community on Special Education Professionals. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Reichel, Calandra – PersonEntity: Name: NameFull: Vaughan-Hussain, Lois – PersonEntity: Name: NameFull: Gullen, Kristine – PersonEntity: Name: NameFull: Chamberlin, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
