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ERIC Number: EJ792165
Record Type: Journal
Publication Date: 2008-Jun
Pages: 12
Abstractor: Author
Reference Count: 21
ISSN: ISSN-1547-0350
Teacher's Perceived Efficacy and the Inclusion of a Pupil with Dyslexia or Mild Mental Retardation: Findings from Sweden
Roll-Pettersson, Lise
Education and Training in Developmental Disabilities, v43 n2 p174-185 Jun 2008
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 47% 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. (Contains 7 tables.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden