Abstract
In recent years, much has changed in legislation and practices for an effective inclusive education, in the preparation of schools and in teachers training. However, less research is focused on inclusive practices and teacher sense of efficacy for the implementation of a real inclusive education. This work aims to evaluate the teachers’ sense of efficacy to implement inclusive practices by adapting a scale, with 153 teachers from regular and special education. Results demonstrate good factorial structure and reliability of the scale. Significant differences regarding: personal variables, as gender, age or educational background; professional variables, as teaching experience and contractual status, training and personal experience with children with special needs, were also found. The results and their implications for teacher professional development and research in an inclusive school are discussed.
Inclusion; Self-efficacy; Teachers; Instrument