Research suggests there are a numbe

Research suggests there are a number of educational practices that result in low-ering self-efficacy for children with special education needs, and Bandura (1997) highlights two. First is what he calls a “lock-step sequence of instruction” (p. 175), which leaves behind students who require a slower learning pace. Second is ability groupings. Bandura (1997) suggests that sorting students academically diminishes self-efficacy by lowering both the challenge and the expectations. A third practice which can lead to lower self-efficacy is the common teacher practice of offering unsolicited help (Graham & Barker, 1990). These authors note that not only do the students being helped think of themselves as less capable but other students watch-ing also come to the same conclusion. Graham and Barker (1990) also conclude that disingenuous praise for a substandard performance or upon completion of a simple task can have the same effect of lowering the self-efficacy of a student with special education needs