Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

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.