Valuable practice for real-world challenges: Educator preparation for manifestation determination meetings

Abstract

This qualitative phenomenological interview study explored the lived experiences and perceptions of 14 preservice teachers enrolled in a required behavior management course at a public university in the western United States who participated in a Manifestation Determination (MD) training aligned with the Individuals with Disabilities Education Act. The training incorporated three scaffolded components: direct instruction, simulated MD meetings with real parents of children with disabilities, and guided video analysis for self-reflection. Despite challenges related to virtual delivery and emotional discomfort with self-review, participants reported increased perceived confidence, collaborative competence, and legal understanding. Four key themes emerged: authentic learning experience; valuable opportunity to practice collaboration, conflict resolution, and behavioral knowledge; a meaningful way to learn; and challenges experienced along the way. Findings highlight the potential of simulation-based learning to bridge the gap between theory and practice in teacher preparation. Implications for practice and future research are discussed.