In this study, it was aimed to determine the self-efficacy levels of social studies teachers towards inclusive education and individualized education program preparation. In the study, survey method, which is one of the quantitative research methods frequently used in social sciences, was used. The sample of the study consists of 201 social studies teachers working in schools affiliated to the Ministry of National Education in a province located in the Western Black Sea Region in the 2020-2021 academic year, determined by the easy sampling method, one of the non-probability sampling methods. In order to collect data in the study, the "Teacher Efficacy Scale in Inclusion Practices" (TERSAS) adapted into Turkish by Bayar (2015) and the "Personal Information Form" prepared by the researcher were used. The data obtained in the study were analyzed using SPSS 24 statistical program for statistical analysis. Independent samples t-test and one-way analysis of variance methods were used for data comparisons, followed by Sheffe's test. In the study, it was seen that social studies teachers' self-efficacy belief levels towards inclusion practices were at the level of "Partially agree". Social studies teachers' self-efficacy in school-parent cooperation was found to be high. In addition, it was noteworthy that social studies teachers considered themselves very competent in the process of informing about the legal procedure related to inclusive education. It was concluded that social studies teachers' self-efficacy belief levels for inclusion practices differed statistically according to the variables of seniority in the profession and having received special education education education at university. However, it was observed that there was no statistically significant difference depending on gender, university department, place of teaching, presence of inclusion students in the classroom, receiving in-service trainings, and the presence of individuals in need of special education in the family and immediate environment.

Social studies, inclusive education, individualized education programi self-eficacy