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ERIC Number: ED566019
Record Type: Non-Journal
Publication Date: 2014
Pages: 177
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-1321-7
Attitudes and Inclusive Practices: A Dilemma for Elementary School Principals and Special Education Administrators
Jacobs-Bell, Temirra
ProQuest LLC, Ph.D. Dissertation, Capella University
School administrators and special education administrators are integral partners in the success of the education process in that their personal experiences, special education training, and attitudes influence educational programming every day. This study examined whether the independent variables of attitudes, special educational training, and teaching experience of elementary school principals and special education administrators relate to their attitudes toward inclusion of students with disabilities. This study replicated specific facets of Dr. Cindy Praisner's ("Attitudes of Elementary School Principals Toward the Inclusion of Students With Disabilities in General Education Classes," 2000) study with one caveat: This study examined special education administrators' attitudes, which was an area that has not been fully explored in the current research. The social cognitive theory developed by Albert Bandura ("Self-Efficacy: Toward a Unifying Theory of Behavior Change," 1977) provided a conceptual framework for this study in determining the linkages between inclusive practices and school administrators' attitudes toward students with disabilities. The present study used an ex post facto nonequivalent groups comparison and correlation research study design, to identify associations or relationships among variables as surmised by L. R. Gay and P. Airasian (2000). The instrument, an adaptation of Praisner's 2000 Principals and Inclusion Survey, was administered as an Internet-based survey questionnaire. Out of 135 school principals and 67 special education administrators invited to participate in the online survey, only 35 school principals and 30 special education administrators elected to complete the survey. The research questions were answered using a combination of univariate analysis of variance and simple linear regression analysis. The relationship between the results of the study and the corresponding literature was synonymous in that there was no significant difference in attitudes between school principals and special education administrators towards the inclusion of students with disabilities. Comparative studies on the topic of attitudes towards inclusion deduced similar results, although some of the studies focused on different subgroups to include school principals or school administrators only. Based on the findings of this study, the researcher surmised that the gap in attitudes towards inclusion is decreasing with continued emphasis on personnel characteristics, training, and experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A