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An Investigation of School Principals’ Attitudes Toward Inclusion

Published online by Cambridge University Press:  26 February 2016

Jeff Bailey  and
Diana du Plessis
Jeff Bailey*
Affiliation:
University of Western Sydney, Nepean, and Children’s Hospital Education Research Institute
Diana du Plessis
Affiliation:
Toowoomba and District Division of Medical General Practice, Toowoomba, Queensland
*
Address for correspondence: Professor Jeff Bailey, Children’s Hospital Education Research Institute (CHERI), P.O. Box 3515, Parramatta NSW 2124. Email: [email protected]
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Abstract

This paper reports on an investigation of the attitudes of 225 principals employed in Queensland state schools, toward inclusion of students with disabilities. The justification for the study lay in the important role of school principals in implementing social justice strategies, together with the need to focus on attitudes toward inclusion, as opposed to mainstreaming or integration. The approach to inclusion taken in this study was the placement of students with disabilities and special needs in classrooms with children who do not have such disabilities or needs, together with the provision of support for the included student. A 30‐item scale measuring attitudes toward inclusion was developed and administered. In an attempt to identify the influence of factors which might be seen to influence inclusion attitudes, the following demographic variables were used for analysis: principals’ age and gender; type and size of school; previous and present experience with students with disabilities; and special education qualifications. The results showed the large majority of school principals were positive about inclusion. It was found that the demographics age, gender, and school size had no impact on attitudes toward inclusion. Using a two‐factor solution and a clustering of types of disability, significant differences emerged on the basis of type of school (secondary vs primary), type of disability (a combination of sensory, learning, intellectual, speech) vs aggressive behaviour, and previous teaching experience with students with disabilities. In terms of the implementation of inclusion, all respondents were equally cautious, pointing to the need for further training of teachers, aides and principals, and additional resources to ensure effective inclusion.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 22 , Issue 1 , 1998 , pp. 12 - 29
Copyright
Copyright © The Australian Association of Special Education 1998

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