A study of the perceptions of general education elementary teachers regarding support needed from the building principal in an inclusion setting

Legislation over the past three decades has guaranteed persons with disabilities a free and appropriate education (FAPE) in the least restrictive environment (LRE). Individualized education plans (IEP) containing goals and objectives for each student are required, and procedural safeguards such as protection in evaluation, confidentiality, and due process are specifically outlined. Often parents are choosing to have their children with moderate and severe disabilities educated in general education classrooms with non-disabled peers. Teachers need support to effectively meet the needs of all learners in an inclusive classroom. The principal is a key factor in supporting teachers and creating a learning environment conducive for the successful inclusion of students with disabilities.; This research was designed to determine which strategies, employed by building principals, general education classroom teachers perceived to be most effective in supporting them through the process of inclusion. A paired comparison survey was developed using ten strategies building principals can utilize to support teachers working with inclusion students.; The results of the study suggested that there were three strategies overall that were significantly preferred by the research group. (1) Develop and participate in school support teams to assist in meeting the needs of all students in the classroom; (2) Have an open door policy which allows for constant communication; (3) Provide necessary materials, space, resources and help with managerial-type issues.; The information was also dissaggregated based on nine teacher characteristics. There was no difference in preferred strategy based on any of the characteristics. Basically, no matter what the experience and background of the classroom teacher, the three strategies listed above appear to be most valuable overall. The information provided to principals in this research will allow them to prioritize and execute the strategies which will have the greatest impact on classroom teachers working with inclusion students.