School Administrators’ Attitudes toward Inclusion of Children with Disabilities In the General Education Classrooms

Abstract

The purpose of this study was to find out school administrators’ attitudes and the possible factors that might have influenced their attitudes toward the inclusion of students with disabilities in the regular education classrooms. A customized questionnaire entitled the Principals’ Attitudes Toward Inclusive Education (PATIE) scale was used for the data collection. The study included 232 school administrators; principals and assistant principals from the public elementary and middle schools in Sakarya Province. The results of this study showed the overall attitude of the school administrators was significantly positive, and their attitude toward inclusion of children with disabilities in general schools were influenced by several independent variables; training related to special education, job position and the years of teaching experience in general schools. However, since the participants were limited in terms of teaching experience and training in special education and inclusive practices, this study emphasizes on the professional development through ongoing training related to the special education. This is due to the fact that ongoing training is one of the greatest factors in the formation of favourable attitudes among the school administrators toward inclusive education; and considered as a way of overcoming their lack of confidence while working with the children with disabilities.

Keywords

• Attitudes

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