ABSTRACT

The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. In Flanders (Belgium) the aim is to implement a more inclusive school system, but it faces resistance from practitioners. The aim of this study is twofold: (1) to compare teachers’ student-specific self-efficacy levels in relation to students with and without SEN, and examine the contribution of teacher-related and student-related variables in predicting teachers’ self-efficacy (TSE); (2) to examine how sources of teacher support that favour including students with SEN influence TSE. A survey was conducted among regular primary and secondary school teachers (N = 629). The results showed that TSE is lower regarding students with multiple diagnoses compared to students with one diagnosis, and lower regarding students with socio-emotional and/or behavioural disorders compared to students with learning disabilities. In addition, teachers’ use of Cooperative sources of support, such as team teaching, observation and feedback, supervision, and student support within and outside the classroom for students with SEN, predicted higher levels of TSE. These findings suggest that investing in these forms of support can improve teachers’ competency in dealing with students with SEN and reduce their resistance to inclusive education.

摘要

将有特殊教育需要的学生 (SEN) 纳入主流教育是许多国家教育改革议程的优先事项之一。在法兰德斯（比利时），目标是实施更具包容性的学校系统，但它面临着从业者的抵制。本研究的目的有两个：（1）比较教师的学生特定自我效能水平与有和没有特殊教育需要的学生的关系，并检验教师相关变量和学生相关变量在预测教师自我效能方面的贡献。功效（TSE）；(2) 研究支持包括有特殊教育需要的学生在内的教师支持来源如何影响 TSE。对普通中小学教师进行调查（N= 629）。结果表明，与具有一种诊断的学生相比，具有多种诊断的学生的 TSE 较低，与具有学习障碍的学生相比，具有社会情感和/或行为障碍的学生的 TSE 较低。此外，教师对有特殊教育需要的学生使用的合作支持来源，如团队教学、观察和反馈、监督以及课堂内外的学生支持，预测了更高水平的 TSE。这些研究结果表明，投资于这些形式的支持可以提高教师与有特殊教育需要的学生打交道的能力，并减少他们对全纳教育的抵制。