Perceived Teacher Efficacy Beliefs for the Inclusion of the Student with Learning Disabilities

The objectives of this study were twofold: (a) based on Bandura's theoretical framework, develop a four scale instrument to assess specifically general educators' teaching efficacy beliefs (TEB) concerning students with learning disabilities (Teacher Efficacy for the Inclusion of Students with Learning Disabilities Scale, TEISLDS), and (b) employ the TEISLDS to assess general educators' change in TEB following completion of a university course designed to provide knowledge and skills needed in inclusive settings. Results of the Cronbach's coefficient alphas supported the internal consistency of the scores on all four scales, while the scales demonstrated discriminant validity. General educators who completed the course reported a statistically significant increase of their TEBs. Implications of this study are discussed.