Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

Table 1

Self-Efficacy toward Future Interactions with People with Disabilities [23].

(Q1) I feel confident in my ability to be able to teach students with disabilities.
(Q2) I am able to provide individuals/students with appropriate programs.
(Q3) I can adapt my practices to suit individual needs.
(Q4) I do not feel in control of any unforeseen situation that may arise during any interaction.
(Q5) I am confident that I will quickly lose any fear or apprehension.
(Q6) I do not feel competent in relation to my skills in this area.
(Q7) When individuals make progress, it is due to the input I have made.
(Q8) When confronted with a challenging situation I would be likely to give up.
(Q9) I am able to plan and organise appropriate activities for students with disabilities in my class.
(Q10) I am able to attain any goals I set for myself in this area of work.
(Q11) I have a low expectation of my performance in this area.
(Q12) I do not look forward to the next time I teach students with disabilities.
(Q13) It is rare that I feel failure and frustration when working in this area.
(Q14) These students will benefit greatly from my interactions with them.
(Q15) I see my future interactions with students with a disability as successful.