Abstract
Purpose. The purpose of this study was to describe the role that elementary principals play in the implementation of inclusive education, outline concerns, and address modifications to the instructional program they view as necessary for successful inclusion. This research further investigated existing differences between principals regarding inservices attended, principalship experience, and experience in special education with regard to this role. Methodology. Descriptive research was utilized in this study. The population consisted of principals in the greater Los Angeles area who served as elementary principals for at least one year and served as administrators at sites with severely handicapped included students for at least one year. Data were collected through a questionnaire for the four research questions addressed in this study. Descriptive statistics were presented for all questions. Additionally, independent t-tests were used to determine if significant differences existed between principals in specific areas. Findings. Principals take active roles in communication, stakeholder involvement, planning, implementation, and change. They take less active roles in community involvement and monitoring special education procedures. They have major concerns regarding resources required for inclusion but are less concerned about reactions of others toward included students. They view inclusion as least successful for seriously emotionally disturbed (SED) and severely orthopedically handicapped (OH) students. T-tests revealed significance in four areas based on inservices attended and four areas based on special education experience. No differences were found in principalship experience. Conclusions. Principals consider least disruptive students to be most successfully included. Principals with special education backgrounds and those attending inservices see inclusion as potentially more successful. Principals who attend inservices don't realize the significance this has on inclusion implementation. Recommendations. Readdress and expand administrative credential coursework as principals are unprepared for inclusion. Stress the importance of the principal as a leader and innovator of change. Require participation in special education inservices. Utilize principals with special education experience as valuable resources. Develop closer relationships between regular and special education.