In order to contribute to the development of visually, mentally and physically disabled children who are subjected to inclusive education in our country was to test the validity and reliability of the Turkish version of “Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities” developed by Block et al. (2013). In accordance with this purpose, the scale was applied to a total of 358 Physical Education Teacher Education Majors, 241 of whom were female (Mage=24,03±5,13) and 117 of whom were male (Mage=22,95±3,91). The scale was composed of 3 sub-dimensions and a total of 32 items (Physical Disability, Intellectual Disability and Visual Impairment), with a 5-point Likert type measurement. In data analysis, Exploratory Factor Analysis (EFA) Before the factor analysis was performed, the sample size was analyzed with Kaiser Mayer Olkin (KMO) and Bartlett sphericity tests to determine the suitability for factor analysis. In addition, in order to validate the model obtained from the sample and Confirmatory Factor Analysis (CFA) were performed regarding construct validity, and Cronbach Alpha reliability analysis and AVE, DR values were utilized to determine internal consistency between items [x2/df=2,1, RMSEA=0.9, SRMR=0.06, NFI=0.93, NNFI=0.96, CFI=0.96]. It was determined that the internal consistency coefficients ranged between .93 and .95. As a result of the findings, it can be said that the Turkish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities possesses the psychometric properties at the desired level in the literature to measure the self-efficacy of Physical Education Teacher Education Majors in the physical disability, intellectual disability and visual impairment sub-dimensions.

Inclusion, self-efficacy scale, physical education teacher