Inclusive education has become an important long-term goal in education policies and reforms in many countries. Inclusion refers to educating children with special education needs (SEN) according to their specific needs in regular schools that they would attend if they did not have a disability (Rafferty, Boettcher & Griffin; 2001). Typical daily teaching practices include the use of inclusive instructions, managing student behavior, as well as collaborating with others in the context of inclusive education. Implementation of inclusive education has been reported to be highly challenging to teachers. 

There is very little knowledge about demands on teachers in relation to specific inclusive teaching tasks and the related efficacy level. We initiated the present study with an aim to derive the hierarchy of inclusive teaching tasks in terms of demanded teacher efficacy for primary and secondary school teachers. 

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