Students with special educational needs exhibit difficulties in school achievements, especially in mathematics. However, few studies have simultaneously assessed the affective-motivational profiles and mathematical performance of these students. This study aims to examine closely these two aspects. The results show that students with special needs exhibit lower mathematical self-efficacy (both academic and regulatory) compared to typically developing peers, as well as lower mathematical performance. The results underline the need to propose educational interventions aimed at promoting the self-efficacy of special education needs students.
