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@article{ART001433035},
author={Park, Mi Hwa and Song Myoung Suk},
title={Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2010},
volume={11},
number={1},
pages={413-436}

TY - JOUR
AU - Park, Mi Hwa
AU - Song Myoung Suk
TI - Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools
JO - Journal of Special Education: Theory and Practice
PY - 2010
VL - 11
IS - 1
PB - Research Institute of the Korea Special Education
SP - 413
EP - 436
SN - 1598-060X
AB - The purpose of this study is to determine the self-efficacy of the inclusive classroom teachers in elementary schools and to describe their performance of the instructional adaptations for teaching. The subjects for the study were 166 inclusive classroom teachers drawn from 42 elementary schools which had inclusive classrooms integrating non-regular students into a regular classroom. A questionnaire was used for data collection. It was the first conclusion that the level of self-efficacy among inclusion classroom teachers was neither high nor low. Second, the level of adapting to the physical-social environment was at the average; however the level of adapting to their teaching contents and methods was below the average. Third, the level of the self-efficacy is directly proportional to that of the instructional adaptations. Ergo, in order to enhance the level of self-efficacy of the inclusion classroom teachers. it is necessary to provide inclusive classroom teachers with various in-service training, the opportunities to contact and teach disabled students, and the chances for the teachers to discuss with special teachers for management of inclusive classrooms. Therefore, to the augment quality of the instructional adaptation usage, it is required to have certain conditions that can buttress the teachers’ initiation of using the collaboration teaching method.
KW - self efficacy;instructional modification;inclusive education;inclusive classroom teachers
DO -
UR -
ER -

Park, Mi Hwa and Song Myoung Suk. (2010). Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools. Journal of Special Education: Theory and Practice, 11(1), 413-436.

Park, Mi Hwa and Song Myoung Suk. 2010, "Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools", Journal of Special Education: Theory and Practice, vol.11, no.1 pp.413-436.

Park, Mi Hwa, Song Myoung Suk "Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools" Journal of Special Education: Theory and Practice 11.1 pp.413-436 (2010) : 413.

Park, Mi Hwa, Song Myoung Suk. Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools. 2010; 11(1), 413-436.

Park, Mi Hwa and Song Myoung Suk. "Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools" Journal of Special Education: Theory and Practice 11, no.1 (2010) : 413-436.

Park, Mi Hwa; Song Myoung Suk. Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools. Journal of Special Education: Theory and Practice, 11(1), 413-436.

Park, Mi Hwa; Song Myoung Suk. Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools. Journal of Special Education: Theory and Practice. 2010; 11(1) 413-436.

Park, Mi Hwa, Song Myoung Suk. Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools. 2010; 11(1), 413-436.

Park, Mi Hwa and Song Myoung Suk. "Self-Efficacy and Instructional Adaptations by Inclusive Classroom Teachers in Elementary Schools" Journal of Special Education: Theory and Practice 11, no.1 (2010) : 413-436.