Abstract:

Studies show that there are some relationship between professional development and teachers’ attitudes towards inclusion of students with disabilities (King & Edmunds, 2001; Thompson, 2012). Undergraduates in initial training of pre-school education, primary school education, and educational adaptation programs (n = 317) participated in a data collection by answering questionnaires on their beliefs and attitudes towards the education of special-needs students (Duchesne, 2002) and on the teachers' sense of self-efficacy (Bandura, 2007; Tschannen-Moran & Hoy, 2001). The questionnaires were administered in two phases: One, soon after they start the program; and the other, after they have completed their first internship in a regular classroom. The results show that certain attitudes towards the inclusion of special-needs students are more negative among the students in educational adaptation after their first internship.

Keywords:

Sense of Self-efficacy, Attitudes, Beliefs.