Abstract
The third chapter examines the role of schools in establishing self-efficacy among pupils with disabilities. It includes narratives from the study that exemplify how educational figures and conditions supported our participants and helped them develop their self-efficacy. Among these conditions are the accommodations that helped these pupils to be meaningfully included at school. Next, we describe the educational figures who fought for these pupils as change agents. A discussion of the efficacy-enhancing messages delivered by these educational figures, such as teachers and principals, concludes the chapter.
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References
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Miller, E.C., Kass, E. (2023). Formal Education. In: Self-Efficacy and Success: Narratives of Adults with Disabilities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14965-8_3
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DOI: https://doi.org/10.1007/978-3-031-14965-8_3
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