The Student-Teacher Self-Efficacy Interaction Model is described as well as how this model provides an explanation for the problems associated with responding to the national emphasis on mainstreaming and the Regular Education Initiative. The variables that contribute to the low self-efficacy of regular educators and special education students and the resultant negative interaction are discussed. Problems that the Regular Education Initiative perpetuate are discussed. A rationale is presented as to why teacher preparation programs will need to reorganize if we expect regular educators to successfully mainstream special education students.
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