Hostname: page-component-848d4c4894-hfldf Total loading time: 0 Render date: 2024-05-16T05:03:30.209Z Has data issue: false hasContentIssue false
  • English
  • Français

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: JeffB@mail.kids.usyd.edu.au
Get access Rights & Permissions [Opens in a new window]

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

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Commonwealth Government (1992). Commonwealth Disability Discrimination Act. Canberra: Author.Google Scholar
Bailey, J., & du Plessis, D. (1997). Understanding principals’ attitudes towards inclusive schooling. Journal of Educational Administration, 35, 428–438.CrossRefGoogle Scholar
Bain, A., & Dolbel, S. (1991). Regular and special education principals’ perceptions of an integration program for students who are intellectually handicapped. Education and Training in Mental Retardation, 26(1), 33–42.Google Scholar
Blase, J., & Roberts, J. (1994). The micropolitics of teacher work involvement: Effective principals’ impact on teachers. Alberta Journal of Educational Research, 40(1), 67–94.Google Scholar
Center, Y., Ward, J., Parmenter, T., & Nash, R. (1985). Principals’ attitudes towards the integration of disabled children in to regular schools. The Exceptional Child, 32, 149–161.Google Scholar
Clarke, B. (1984). The role of the principal in mainstreaming. B.C. Journal of Special Education, 8, 247–255.Google Scholar
Department of Education, Queensland (1994). Social justice strategy 1994-1998. Brisbane: Author.Google Scholar
Department of Education, Queensland (1995). Policy into practice: Inclusive curriculum for students with disabilities; case studies and resources. Brisbane: Author.Google Scholar
Fuchs, D., & Fuchs, L.S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294–309.Google Scholar
Garvar-Pinhas, A., & Pedhazur Schmelkin, L. (1989). Administrators’ and teachers’ attitudes toward mainstreaming. Remedial and Special Education 10(4), 38–43.CrossRefGoogle Scholar
Kauffman, J. (1994/5). Interview. Educational Leadership, 52(4).Google Scholar
Kauffman, J., & Hallaban, D. (Eds.). (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Austin, Texas: Pro-ed.Google Scholar
Kauffman, S., Silver, P., & Poulin, J. (1997). Gender differences in attitudes toward alcohol, tobacco, and other drugs. Social Work, 42, 231–243.Google Scholar
Leipoldt, E. (1993). An Australian disability strategy for inclusion. Australian Disability Review, 4, 12–24.Google Scholar
McRae, D. (1996). The integration/inclusion feasibility study. Sydney: NSW Department of School Education.Google Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs. (1994). National strategy for equity in schooling. Carlton, Victoria: Curriculum Corporation for the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).Google Scholar
Parmenter, T., & Nash, R. (1987). Attitudes of teachers and parents in the Australian Capital Territory (A.C.T.) towards the integration of moderately intellectually handicapped children. Australasian Journal of Special Education, 11(2), 26–31.Google Scholar
Prillaman, D. (1984). School principals’ attitudes toward mainstreaming. Remedial and Special Education, 5(5), 46–47.Google Scholar
Quinn, M., Sultmann, W., & Elkins, J. (1988). Exceptional students in Queensland Catholic schools: Prevalence, priorities and future directions. Australasian Journal of Special Education, 12(1), 10–20.Google Scholar
Sapon-Shevin, M. (1994/95). Interview. Educational Leadership, 52(4).Google Scholar
Tabachnick, B., & Fidell, L. (1989). Using multivariate statistics. New York: Harper & Row.Google Scholar
Wilczenski, F. (1992). Measuring attitudes toward inclusive education. Psychology in the Schools, 29, 306–312.3.0.CO;2-1>CrossRefGoogle Scholar
Wolfensberger, W. (1972). The principle of normalization in human services. Toronto: National Institute on Mental Retardation.Google Scholar
Yuker, H. (1994). Variables that influence attitudes toward people with disabilities: Conclusions from the data. Special Issue: Psychosocial perspectives on disability. Journal of Social Behavior & Personality, 9(5), 3–22.Google Scholar