Abstract
Purpose. The purpose of this study was to describe the perceptions of elementary school principals regarding three factors related to the implementation of inclusive models of special education. The study investigated principals' involvement in selected leadership behaviors, the perception of support provided by district and county special education administrators, and the principals' experience with professional development activities. Methodology. Descriptive research was the methodology used. A questionnaire was developed to survey principals in California identified as implementing inclusive models of special education for at least one year. Ninety-eight principals were identified, and 61 percent of the questionnaires were returned. Conventional descriptive statistics were used to analyze the data. Findings. Principals are occasionally to consistently involved with all of the routine leadership behaviors related to the implementation of inclusive models of special education. They are more likely to be involved in activities that are internal and rarely communicate with media. Principals feel only moderately supported by special education administrators. However, principals who rated themselves as having higher involvement with the program felt more supported in the area of staff training. The majority of principals sought more training and information for themselves after beginning to implement their inclusive models rather than in preparation for implementation. Conclusions and recommendations. Principals perform routine activities, but are not active in carrying the message of inclusion to the larger community. They value staff development but are not extensively involved with training for teachers. Principals value support from special education administrators, but don't perceive support specifically related to inclusive models. Principals rate staff development training as "most valuable" and special consultants as "least valuable." Recommendations include: Increase principals' activities with external communication; redefine the relationship between special and regular education to provide more flexibility in the use of resources and support for the program; develop and provide more staff development opportunities for regular education teachers and administrators to facilitate inclusive models for all students; involve colleges and universities responsible for teacher and administrator training in the planning and development of pre- and in-service training for inclusive models of special education.