Teachers’ Efficacy in Inclusive Education for Children with Learning Disabilities in India

Abstract Background: Learning disabilities (LDs) are neurodevelopmental disorders that affect children’s ability to acquire skills in reading, writing, and mathematics that often remain undetected in mainstream classrooms. Teachers play a crucial role in the early identification and support of children with LDs, yet their self-efficacy in inclusive practices is influenced by multiple demographic and professional factors. Objective: This study aimed to assess the efficacy of school teachers in implementing inclusive practices for children with LDs and their demographic predictors. Materials and Methods: A cross-sectional descriptive survey was conducted among 400 teachers selected through multistage random sampling using the Teacher Efficacy for Inclusive Practices Scale. Descriptive statistics and regression analyses were employed to examine predictors of teachers’ efficacy. Results: Teachers reported generally high levels of self-efficacy across all three domains of inclusive practices, with mean scores ranging between 4.3 and 4.5. Regression analysis revealed that age and teaching experience are highly significant for using inclusive instruction, whereas age and awareness regarding national laws/policies on inclusive education are highly significant for collaboration, and age, teaching experience, and awareness regarding national laws/policies on inclusive education are highly significant for managing behavior and inclusive practices. Conclusion: The findings highlight that the teachers offer inclusive education when the teachers are well-trained, experienced and aware of the policies. Strengthening teacher preparation through pre-service training, continuous professional development and awareness programs is essential to enhance the utilization of inclusive practices and ensure equitable educational opportunities for children with LDs in the study setting and beyond.