Abstract
A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy.
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