Finally, training for new teachers doesn't provide them enough experience with special needs students, making the shift to educational integration difficult. A study of 286 pre-service teachers found that a third of didn't have any experience working with special needs students. Additionally, 44% of the teachers reported having no formal training in working with this population. A qualitative study on pre-service teachers assessed their attitude towards special needs students and their self-efficacy found that overall most teachers have positive perceptions of inclusive education. However, teachers with more hours of training, more teaching experience, and better knowledge of policies had higher levels of confidence in working with students with disabilities.