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What Do We Want? A Study of the Role of Self-Efficacy in Inclusive Education: Special Educators’ Attitudes Towards Community Building

Journal article
Authors Monica Reichenberg
Kent Löfgren
Published in Education and Society
Volume 37
Issue 1
Pages 37-57
ISSN 0726-2655
Publication year 2019
Published at Department of Education and Special Education
Pages 37-57
Language en
Links https://doi.org/10.7459/es/37.1.04
Keywords attitudes; inclusive education; self-efficacy; special educators; students with intellectual disability
Subject categories Pedagogy, Pedagogical Work

Abstract

The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of Swedish special educators’ attitudes towards participation by students with ID in the community outside the school building. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators’ attitudes towards participation by students with ID in the community outside the school? 148 special educators filled out questionnaires about their self-efficacy beliefs and other personal variables. We found that special educators are overwhelmingly positive towards more community building. However, self-efficacy for education of students with ID was, on average, negatively associated with attitudes towards more community building. We conclude that our findings should have consequences for teacher education programmes in special education.

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