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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

Artikel i vetenskaplig tidskrift
Författare Monica Reichenberg
Kent Löfgren
Publicerad i Education and Society
Volym 37
Nummer/häfte 1
Sidor 37-57
ISSN 0726-2655
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 37-57
Språk en
Länkar https://doi.org/10.7459/es/37.1.04
Ämnesord attitudes; inclusive education; self-efficacy; special educators; students with intellectual disability
Ämneskategorier Pedagogik, Pedagogiskt arbete

Sammanfattning

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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