| The secondary principal faces a complex environment driven by increased measures of accountability. Mandates that require complete compliance in educational services for students with disabilities have changed the traditional role of the principal. As public schools strive to meet the challenge of implementing the Individuals with Disabilities Education Act requirements, the principal's role is critical for success. This descriptive study examined the secondary principals' attitudes toward the inclusion of students with disabilities into general education classrooms. In addition to attitudes, this study examined the principals' beliefs regarding the placement of students with different categories of disability into general education classrooms. An examination of the relationship among secondary principals' personal experiences in a school setting, professional experience, school characteristics, and pre-services training was conducted.; Secondary principals in Northern California responded to a modified version of the Principals and Inclusion Survey developed by Praisner (2000). Survey questions were designed to identify relationship patterns among the following independent and dependent variables: professional experience, personal experience in a school setting, school characteristics, pre-service training, attitude toward students with disabilities, and beliefs regarding appropriate placements of students with disabilities.; Overall, secondary principals' attitudes toward the inclusion of students with disabilities into general education classrooms were positive. Principals rated most highly the statement that students with and without disabilities benefit from inclusion. With regard to placement, 94% of the principals surveyed would fully include students with specific learning disabilities for the majority of the school day, but only half would include students with emotional disturbance for the majority of the day into general education classrooms.; Although there were no significant correlations found between the dependent and independent variables due to the small sample size, the results of this study suggested that secondary principals self-report positive attitudes toward the inclusion of students with specific learning disabilities and speech and language impairments. |
