Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities
Bibliographic Data
| ID | 19604474 |
|---|---|
| Authors | Cindy L Praisner (Educational Consultant, corresponding author) |
| Year | 2003 |
| Volume | 69 |
| Issue | 2 |
| Pages | 135-145 |
| Publication date | 2003-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Exceptional Children (JOURNAL) |
| Journal identifiers | ISSN: 0887-5405 • E-ISSN: 2163-5560 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/001440290306900201 |
| OpenAlex | W2097148514 |
| Language | EN |
| Citations received | 37 |
| References cited | 6 |
A survey of 408 elementary school principals was conducted to investigate relationships regarding attitudes toward inclusion, variables such as training and experience, and placement perceptions. Results indicate that about 1 in 5 principals' attitudes toward inclusion are positive while most are uncertain. Positive experiences with students with disabilities and exposure to special education concepts are associated with a more positive attitude toward inclusion. Further, principals with more positive attitudes and/or experiences are more likely to place students in less restrictive settings. Differences in placement and experiences were found between disability categories. Results emphasize the importance of inclusionary practices that give principals positive experiences with students of all types of disabilities as well as provide principals with more specific training
Developmental psychology · Learning disability · Mainstreaming · Mathematics education · Pedagogy · Perception · Special education · Collaborative Teaching and Inclusion · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology · Social Psychology
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Emotional Intelligence Profiles of University Students with Motor Disabilities
L’inclusion en service de garde au Québec
Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia
Inclusive Education as a Tool of Promoting Quality in Education
Beliefs and Attitudes Toward Inclusion of Student Teachers and Their Contact With People With Disabilities
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The Effect of Teachers’ Attitudes and Teacher Efficacy for Inclusive Education on Emotional Distress in Primary School Teachers in Japan
Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling
School leaders’ attitudes to the implementation of inclusive education in Bhutan
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Toward a Framework of Inclusive, Socially-Just, Disability-Centered District Special Education Leadership
Principals’ Perceptions of Needs in Hispanic Special Education
Predicting dispositions toward inclusion of students with disabilities
Factors related to pre-service teachers' attitudes towards inclusion
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance
Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators
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Exploring factors related to access to general education contexts for students with intellectual disability
Students with learning disabilities within the context of inclusive education
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Emotional intelligence as a mediator in enhancing teacher attitudes and coping strategies towards students with learning disabilities
Attitudes of teachers and headteachers towards inclusion in Lebanon
Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel
Teacher’s attitude towards inclusion of children with disabilities in general education system of Bangladesh
Attitudes Toward People with Intellectual Disabilities
The role of an epistemology of inclusivity on the pursuit of social justice
Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
Factors affecting multi-stakeholders perspectives towards inclusive early childhood education (Iece) in Kazakhstan
A model for principals' STEM leadership capability
The Random Assignment of Students Into Elementary Classrooms
Adapting Antonak and Harth's Mental Retardation Attitude Inventory for Kuwait's Culture
Educational psychology and the effectiveness of inclusive education/mainstreaming
Effect of a Disability Course on Prospective Educators' Attitudes Toward Individuals with Mental Retardation
Not in My Schoolyard
| Citations per year | 1.68 |
|---|---|
| Citation span | 2004 - 2026 (23) |
| Highly cited | No |