Teacher special education certification and self-efficacy to address students with disabilities' needs in an inclusive private school setting

Abstract:

In New York State, the inclusion of students with disabilities (SWD) in private schools is governed by individual institutional policies, as state legislation does not require standardized training or certification for private school educators (New York Education Law § 3204.2). This mixed-methods study investigates how teachers’ special education (SPED) certification status and demographic characteristics influence their attitudes toward inclusion and their self-efficacy in supporting SWD in urban private school settings.

Findings reveal that SPED-certified teachers consistently reported more positive attitudes toward inclusion and greater self-efficacy in areas such as instructional differentiation, classroom behavior management, and curricular adaptation compared to their non-certified counterparts. Nevertheless, participants across both groups expressed concerns about the overall effectiveness of inclusion, underscoring the importance of systemic factors, including professional development, staffing support, and institutional commitment.

While demographic variables such as gender, age, and years of teaching experience were not statistically significant predictors of attitudes or self-efficacy, teachers with more than 10 years of experience reported enhanced confidence in instructional strategies and behavior management. Although SPED certification was associated with more favorable perceptions and higher self-efficacy, the study concludes that certification alone is insufficient. Sustainable, inclusive practices require ongoing professional development and robust school-level support to meaningfully serve students with disabilities in private education settings.

ZOOM LINK:   https://zoom.us/j/4023055471