Perceptions of school leaders of factors that affect implementation of the inclusion process in selected middle and high schools, 2005

The purpose of the study was to explore perceptions of school leaders (administrators, teachers, counselors, other) regarding inclusion of students with special needs in the regular classroom. An additional purpose of the study was to examine the influence of training in inclusion and training in special education on school leaders' perceptions of inclusion. The sample consisted of 207 middle- and high-school leaders. School leaders completed the Survey of the Perceptions of Factors That Affect Implementation of Full Inclusion (Harris, 1997). The instrument contained 31 statements to which respondents were asked to mark the degree to which they agree or disagree. The researcher found some unanimity in school leaders' perceptions of factors that affect implementation of inclusion. School leaders had higher levels of agreement with statements regarding social development, student placement, and academic achievement and less agreement with statements pertaining to students' rights and benefits, administrative support for inclusion, and the curriculum. School leaders were more willing to include students with mild disabilities than students with more severe disabilities. The conclusions drawn suggest that inclusion is the key to making special education and regulation equitable for all students. School systems should not view general education classrooms as the least restrictive environment for all students, regardless of disability and teacher preparation. Inclusion should be based on each student's needs and adequate in-service training designed to prepare teachers for working with students with disabilities