Using Virtual Simulations with Avatars to Train Preservice Special Educators’ Relational Competence Toward Students with Neurodevelopmental Conditions

Teacher-student relationships (TSRs) involving students with neurodevelopmental conditions (NDCs) are challenging and tend to be of lower quality compared to those involving neurotypical students. The purpose of this study is to explore in what respects the use of avatar technology can support the development of preservice special educators’(PSEs) relational competence toward students with NDCs. We used two data sources: focus group interviews (n = 18) and screen observations of the interactions (n = 37). The findings show that PSEs perceive relational competence as situated competence, manifested in the teacher’s ability to establish positive and supportive relationships through identification and management of emotions and active listening and validation. PSEs’ relational competence is reflected in their capability to show patience, encouragement, empathy, sensitivity, involvement, understanding, validation, and interest in interactions with students. Overall, the findings suggest that avatar technology is a meaningful and relevant tool to support the development of PSEs’ relational competence with regard to students with NDCs.