Abstract The present study investigated the self-efficacy of preservice teachers for children with special needs. Standardized tools “Teaching Students with Disabilities Efficacy Scale (TSDES)” were employed by the researcher to gather data. It assessed pre-service teachers inclusive classroom practices. Using a purposive sample technique, 100 pre-service teachers – 50 males and 50 females – were chosen from various institutions for teacher education programs. The t-test, mean, SD, and ANOVA were employed in this investigation. The showed that preservice teachers’ self-efficacy toward children with special needs does not significantly change based…
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