‘I never feel like I am prepared enough’: Teachers' self‐efficacy, challenges and experiences teaching students with disabilities

Abstract This article investigated teachers' self‐efficacy, educational practices, challenges and support for students with disabilities in the inclusive classroom. Students with disabilities face many adversities today, such as rejection, stigma, discrimination and lack of support in the classroom. We employed an interdisciplinary and pluralistic approach (Baglieri et al., 2011; Connor et al., 2011) embedded in disability studies in education (DSE) and self‐efficacy theory to explore in‐service teachers' experiences in the field of inclusive education. We used a phenomenological approach and conducted eight teachers' semi‐structured interviews and classroom observations. We used purposeful sampling among teachers who work with students with disabilities. We used inductive analysis techniques to analyse the qualitative data collected from interviews and classroom observations. This study's findings reveal the importance of teachers' preparation, attitude and self‐efficacy to support students with disabilities in inclusive classrooms; the use of differentiated instruction strategies to meet the student's needs and increase their academic outcomes; and highlight the challenges, which include the lack of professional development, lack collaboration among teachers lack of parents' communication and lack of regular IEP meeting.