School Principal Attitudes Toward the Inclusion of Students with Disabilities

School Principal Attitudes Toward the Inclusion of Students With Disabilities by Taleshia L. Chandler MS, Walden University, 2006 BA, University of Maryland, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University February 2015 Abstract Inclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondaryInclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondary school levels. Therefore, the purpose of this nonexperimental, quantitative study, based on transformational leadership theory, was to examine the attitudes of principals toward the inclusion of students with disabilities in general education classrooms. An electronic version of The Principals’ Attitudes Toward Inclusive Education Scale was used to collect data from principals in a southeastern school district (n = 73). The predictor variables were age; gender; years of administrative; teaching; special education experience; and having a friend or relative with a disability. The criterion variable was principal attitudes toward inclusion. Data were analyzed using descriptive statistics and multiple linear regression. Results indicated that overall principals had positive attitudes toward inclusion. Having relatives and/ or friends with disabilities and special education experience were significant predictors of favorable attitudes toward inclusion. This study contributes to positive social change by illuminating which variables are related to principals’ positive attitudes toward inclusion programs. This information will assist principals, assistant principals, and school administration preparatory programs with understanding how special education training and experience with individuals with disabilities affect their attitudes toward the inclusion of students with disabilities. School Principal Attitudes Toward the Inclusion of Students With Disabilities by Taleshia L. Chandler MS, Walden University, 2006 BA, University of Maryland Baltimore County, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University February 2015 Dedication God, thank you for always keeping your promises. Thank you for being so faithful to me throughout this process. I give You all of the glory. I dedicate this study to my husband, Anthony, for being my biggest supporter and encourager! I love you so much! I also dedicate this endeavor to my three children, Anthony II, Alysha, and Andrew who inspire me every day and allow me to see my true purpose in life! I love you guys! Thanks Mom for being my personal prayer warrior. Thanks Dad for always telling me how proud you are. Thanks Tabitha for being the best sister ever. Grandma you are my hero. Mother Boobie Dear, thanks for being more than a mother in-law, but my friend. I love you lady! To Ms. Pat for the laughs and encouragement along the way, “Bless your heart”. you are my sistermotherfriend. To my Soror, Dr. Adeyemi, thanks for your words of wisdom and encouragement. Big Sis Zeta, Lauran, Nikki, Tamara, Natasha and Theresa.thanks for helping me to have a little fun every now and then throughout this process with your friendship. This study is dedicated to all of my family and friends who encouraged and prayed for me throughout this process. Thank you. I dedicate this research to all of the teachers and educators who have impacted my educational journey. Your commitment to changing generations through learning is inspirational. Lastly, I dedicate this study to all of my students who taught me the true meaning of special education; all children are exceptional and special. Here’s to lifelong learning! Acknowledgments I would like to acknowledge and appreciate my chair, Dr. Arcella Trimble. Thank you for being so patient with me throughout this process and for not putting me out of your class! I appreciate your guidance, feedback, and time. You have exceeded my expectations of a chair and I only hope that I can return the favor to my dissertation students in the future! You are the best! I also appreciate my methods committee member, Dr. Sandra Harris. Thank you for checking on me and giving me the confidence to finish! You offered great insight and helped me to breakthrough with my theory and methodology. God bless both of you and I pray that God will bless both you in your own endeavors. I’d also like to thank Dr. Michael Christopher, my URR, for taking the time to read my paper and offering your expertise to my process. May God bless each one of you!