Students with specific learning disabilities (SLD) are taught by general education teachers who may not respond positively to the inclusion of these students in their classrooms. Teachers’ self-efficacy is an important construct which is related to teachers’ teaching and their willingness to include students with disabilities into their classrooms. The purpose of this study is to examine teachers’ self-efficacy toward teaching students with SLD. In the scope of the study, quantitative data were collected through a scale and an observation form from 200 general education teachers working in public elementary schools in a province of Turkey. Results indicated that the teachers who had students with SLD in their classroom felt more efficacious in teaching students with SLD. In addition, teachers reported that students with SLD had significantly lower problems in motor skills and significantly higher problems in math; attention and memory; and writing skills. Implications are discussed within the Turkish context.

中文翻译：

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包容性环境下有特殊学习障碍的学生：教师自我效能的研究

有特定学习障碍 (SLD) 的学生由通识教育教师授课，他们可能不会对将这些学生纳入课堂做出积极反应。教师的自我效能感是一个重要的结构，它关系到教师的教学和他们将残疾学生纳入课堂的意愿。本研究的目的是检验教师在教授 SLD 学生时的自我效能感。在研究范围内，通过量表和观察表收集了在土耳其某省公立小学工作的 200 名通识教育教师的定量数据。结果表明，在课堂上有 SLD 学生的教师在教授 SLD 学生时感觉更有效。此外，教师报告说，患有 SLD 的学生在运动技能方面的问题明显较少，而数学方面的问题则明显较多；注意力和记忆力；和写作技巧。其含义在土耳其语中讨论。