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Teacher's perceived efficacy and the inclusion of a pupil with dyslexia or mild mental retardation: Findings from Sweden
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2008 (English)In: EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, ISSN 1547-0350, Vol. 43, no 2, 174-185 p.Article in journal (Refereed) Published
Abstract [en]

This study compared general educators' (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 4 7 % based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.

Place, publisher, year, edition, pages
2008. Vol. 43, no 2, 174-185 p.
Keyword [en]
perceptions, students, supports
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:su:diva-58535ISI: 000255532500004OAI: oai:DiVA.org:su-58535DiVA: diva2:420880
Note
authorCount :1Available from: 2011-06-07 Created: 2011-06-03 Last updated: 2011-06-07Bibliographically approved

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