The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice were examined. Fifty-eight preservice teachers and 10 inservice teachers were randomly assigned to one of two teacher development programs. The first, called the Virtual Workshop, was a computer-based, interactive multimedia program. The second, called the Actual Workshop, was a traditional, live, presenter-directed program. Results indicated that compared to their pretest scores, the posttest scores earned by participants on the tests of knowledge and understanding of the inclusive practice significantly improved after participation in both workshops. No statistically significant difference was found between the posttest scores earned by teachers in the two groups. Moreover, satisfaction ratings of both workshops were favorable. Also, inservice teachers who participated in the two workshops correctly performed a substantially greater number of the practice's targeted behaviors after training than before training. This study suggests that the Virtual Workshop may provide a new medium through which effective teacher development can be provided.
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