This manuscript examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. Diffusing a common medical education pedagogy to teacher education, the researchers situated inclusively-trained teacher candidates in front of standardized paraprofessionals. Data from these simulated interactions indicate teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms. Implications center on how teacher preparation institutions can better support the transfer of inclusive preparation into inclusive practice.
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