The Impact of Elementary Principals’ Special Education Preparation on the Implementation of Inclusion in Schools

• In Event: Roundtable Session 116
  In Roundtable Session: Social Justice Leadership Roundtable

Abstract

The researcher conducted a random sampling of four hundred elementary school principals in Texas to study the attitudes of elementary school principals regarding inclusion and (a) the special education training principals receive in their leadership preparation program; (b) the number of special education credits principals receive in their leadership preparation program; (c) the principals’ type of special education certification; (d) the principals’ experience with students with disabilities; (e) the principals’ gender, and; (f) the principals’ exposure to inclusion. Approximately one hundred eighty-seven principals responded to the Principals and Inclusion Survey developed by Praisner (2000). The researcher conducted a Pearson Chi-Square analysis between each variable and principals’ attitudes. The descriptive statistics included measures of central tendency.

Authors

• Carmelita Thompson, Prairie View A&M University

• Lisa D. Hobson, Prairie View A&M University

• Edward L. Mason, Prairie View A&M University