The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in…

Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand…

There is a consensus that what teachers do in the classroom directly impacts student's learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. Thus, research-based guidance regarding how best…

This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in…