Blending video-based learning and simulations to practise inclusion of children with neurodevelopmental disorders

Rapid changes in technological development and the move towards inclusive education increase the need for effective training and professional development for special education teachers who teach children with neurodevelopmental disorders (NDD). Authentic experiences such as simulations and video-based learning were found to be effective in promoting high-quality teaching practice. This study examined the perceived contribution of simulations and video-based learning to in-service and preservice special education teachers who learned collaboratively in a professional learning community (PLC). Data were collected from 98 participants in four PLC groups, using a mixed-methods approach. Analysis of interviews (36), focus groups (46) and written reflections (355) yielded three main themes: professional contribution, personal contribution and challenges arising. Furthermore, significant differences were found between in-service and preservice teachers. The study findings highlight the implications of using video-based learning and simulations for teacher education and professional development in the context of teaching children with NDD.