Description:
This article explores “inclusive beliefs” and “self efficacy relating to the handling with special children”. Data for both constructs were collected among Bavarian primary teacher students. Inclusive belief is manifested in three factors “inclusive education”, “structural homogenization” and “homogeneity of learning targets”, self efficacy is shown in four factors “adaptive class organisation”, “inclusive class atmosphere”, “inclusive teacher attitude” and “successful learning”. Further this article shows the convertibility of these two constructs. There is a group of students with a growth in both constructs despite of their highest rates at the beginning of an adademic instruction course. Otherwise there is a group of students with disprofit. These students showed beginning rates which could have been satisfactory but they lost. To summarize: Not all students can be assured in inclusive belief and self efficacy by special academic courses.