Using data from 73 early childhood special education (ECSE) teachers and 837 preschool children, this study examined whether teachers experienced differences in self-efficacy in teaching children with and without disabilities, as well as whether they experienced differences in self-efficacy when teaching children with different types of disabilities. Additionally, we investigated the relations between ECSE teachers' self-efficacy toward individual children and children's print knowledge, as well as the extent to which children's disability status moderated these relations. Our results showed that ECSE teachers felt less self-efficacious with children with disabilities versus children who are typically developing and experienced the lowest efficacy for teaching children with autism spectrum disorder among children with disabilities. ECSE teachers' self-efficacy in relation to individual children served as a significant predictor of children's print knowledge. Results did not support a moderation role for children's disability status. These findings illustrate the importance of examining teacher self-efficacy at the child level and indicate that higher teacher self-efficacy is beneficial to early literacy development for all children in ECSE classrooms, including those with disabilities.

本研究使用来自73名幼儿特殊教育（ECSE）老师和837名学龄前儿童的数据，研究了教师在教有和没有残疾的孩子时是否经历了自我效能的差异，以及他们在教给孩子时是否经历了自我效能的差异有不同类型的残疾。此外，我们调查了ECSE教师对单个孩子的自我效能与孩子的印刷知识之间的关系，以及儿童的残疾状况在何种程度上调节了这些关系。我们的研究结果表明，与那些通常发育且在自闭症谱系障碍儿童中教学效果最低的儿童相比，ECCE老师对残疾儿童的自我效能感较差。ECSE教师相对于单个孩子的自我效能感可以作为儿童印刷知识的重要预测指标。结果不支持儿童残疾状况的调节作用。这些发现说明了在儿童水平上检查教师自我效能的重要性，并表明较高的教师自我效能对于ECSE课堂（包括残疾人士）中所有儿童的早期识字能力发展是有益的。