Abstrctct. The study examined teacher choices of instructional practices needed in inclusive settings and their efficacy beliefs. Subjects were 560 general education and 139 special education teachers in Israel. Participants responded to a 68-item questionnaire about instructional practices and a 13-item self-efficacy scale. Significant differences between reported use and judgments of the effectiveness of various groups of practices were fourcd between groups. Special education teachers reported using more frequently individualized instruction strategies and assessment procedures. General educators reported communicating more with parents and with students. Both groups rated significantly higher all strategies for effectiveness than for use. Significant correlations, particularly for the general education group, were found between self-efficacy beliefs and choices of instructional behaviors. Scores on the self-efficacy scale were significantly higher for the special education group than for their counterparts. Training in mainstreaming and type of school were related to self-efficacy scores. Implications for cross-cultural future research, the development of standards for the preparation of educators, and for teacher education are discussed.
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