In recent years, the school inclusion of children with special educational needs has been a central goal of European educational and social policy. However, on a practical level, integration is a very complex task as it requires a change from previously established practices in the context of a more general educational reconstruction. While the development and implementation of educational policy as defined by national and global imperatives shapes broader social and institutional teaching frameworks, teachers’ interpretations and understanding of their own teaching self-efficacy in relation to inclusion is the catalyst factor that allows them to master the process and play an important role in the implementation of inclusive education. The purpose of this research report is to study the didactic self-effectiveness of special education teachers in the application of inclusion practices. The research involved 83 special education teachers between the ages of 22 and 57. 65 of them were women while in terms of their educational level 32 were holders of a postgraduate degree. Most of the participants (N = 53) had up to 5 years of service, 19 of them had from 6 to 10 and the rest from 11 and over. The questionnaire they were then asked to complete consisted of two parts, a demographic questionnaire and the scale “The Teacher Efficacy to Implement Inclusive Practices” by Sharma, Loreman and Forlin .
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