| This dissertation examined how certain factors contribute to the attitudes of South Carolina middle school principals regarding full inclusion of students with special needs. The quantitative study reviewed the current attitudes of middle level principals in the state of South Carolina regarding inclusion, the basis of those attitudes, and the indicators that predict those attitudes contingent upon disabilities of the students and the personal characteristics of the principals. The research examined the relationships between personal experiences, professional experiences, training experiences, and demographic characteristics of middle school principals and students with special needs. The study also analyzed the relationship between the demographic variables, training score, inclusion score, personal experience score, and professional experience score to predict the attitude about middle school principals regarding inclusion.; The study found that the participants in the survey have positive attitudes regarding inclusion. The results indicate that principals with formal training have a statistically significant more positive attitude regarding inclusion of students with special needs in the classroom. The research determined the convergent elements of principals' beliefs according to professional experiences, personal demographics, formal training, and how those factors individually and/or collectively might predict the attitudes of middle level principals regarding inclusion in South Carolina. |
