While considerable research has been conducted concerning the perceptions of teachers regarding the practice of inclusion, there is little corresponding research about the perceptions of principals towards inclusion. Also, much ofthe existing research is contradictory. Therefore, the purpose of this study was to provide educational policymakers with data regarding inclusion. Since principals are responsible for designing and instituting inclusion programs at the school level, their current and prevailing perceptions regarding inclusion were the missing pieces of the information puzzle.
In an attempt to fill this void, the researcher created a survey with quantitative and qualitative components. The survey was distributed to all public high school principals in the state of Georgia. The returned surveys were analyzed using the Statistical Package for Social Sciences (1999).
The researcher found that Georgia public high school principals perceived that inclusion had an average impact on academic achievement and discipline and disruptions. They perceived that collaboration and planning between general and special education teachers were highly important and that they had received more than adequate college training to serve students with and without disabilities in an inclusion classroom. Gender, age, and years of experience had an average impact on the principals' perceptions of inclusion, while area of certification was a significant factor in a principal's willingness to accept inclusion as a method of serving students with and without disabilities.
","abstract_html":"<p>While considerable research has been conducted concerning the perceptions of teachers regarding the practice of inclusion, there is little corresponding research about the perceptions of principals towards inclusion. Also, much ofthe existing research is contradictory. Therefore, the purpose of this study was to provide educational policymakers with data regarding inclusion. Since principals are responsible for designing and instituting inclusion programs at the school level, their current and prevailing perceptions regarding inclusion were the missing pieces of the information puzzle.</p> <p>In an attempt to fill this void, the researcher created a survey with quantitative and qualitative components. The survey was distributed to all public high school principals in the state of Georgia. The returned surveys were analyzed using the Statistical Package for Social Sciences (1999).</p> <p>The researcher found that Georgia public high school principals perceived that inclusion had an average impact on academic achievement and discipline and disruptions. They perceived that collaboration and planning between general and special education teachers were highly important and that they had received more than adequate college training to serve students with and without disabilities in an inclusion classroom. Gender, age, and years of experience had an average impact on the principals' perceptions of inclusion, while area of certification was a significant factor in a principal's willingness to accept inclusion as a method of serving students with and without disabilities.</p>","abstract_has_math":false,"creators":["Yarborough, James Timothy"],"institution":null,"degree_name":"Doctor of Education in Educational Administration","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Michael Richardson","T. C. Chan","Mary Ann Nelson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:40Z","subjects":["ETD","Inclusion","Principals","Perceptions","Education policy","Public high schools","Georgia","Academic achievement","Discipline","Education","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/794","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael Richardson","T. C. Chan","Mary Ann Nelson"]},{"key":"dc:creator","label":"Author","values":["Yarborough, James Timothy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Inclusion","Principals","Perceptions","Education policy","Public high schools","Georgia","Academic achievement","Discipline","Education","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/794"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While considerable research has been conducted concerning the perceptions of teachers regarding the practice of inclusion, there is little corresponding research about the perceptions of principals towards inclusion. Also, much ofthe existing research is contradictory. Therefore, the purpose of this study was to provide educational policymakers with data regarding inclusion. Since principals are responsible for designing and instituting inclusion programs at the school level, their current and prevailing perceptions regarding inclusion were the missing pieces of the information puzzle.
In an attempt to fill this void, the researcher created a survey with quantitative and qualitative components. The survey was distributed to all public high school principals in the state of Georgia. The returned surveys were analyzed using the Statistical Package for Social Sciences (1999).
The researcher found that Georgia public high school principals perceived that inclusion had an average impact on academic achievement and discipline and disruptions. They perceived that collaboration and planning between general and special education teachers were highly important and that they had received more than adequate college training to serve students with and without disabilities in an inclusion classroom. Gender, age, and years of experience had an average impact on the principals' perceptions of inclusion, while area of certification was a significant factor in a principal's willingness to accept inclusion as a method of serving students with and without disabilities.
"]},{"key":"dc:title","label":"Title","values":["Georgia High School Principals' Perceptions of Inclusion"]}]}],"canonical_facts":{"dc:contributor":["Michael Richardson","T. C. Chan","Mary Ann Nelson"],"dc:creator":["Yarborough, James Timothy"],"dc:date.available":["2015-09-15T07:00:00Z"],"dc:description.abstract":["While considerable research has been conducted concerning the perceptions of teachers regarding the practice of inclusion, there is little corresponding research about the perceptions of principals towards inclusion. Also, much ofthe existing research is contradictory. Therefore, the purpose of this study was to provide educational policymakers with data regarding inclusion. Since principals are responsible for designing and instituting inclusion programs at the school level, their current and prevailing perceptions regarding inclusion were the missing pieces of the information puzzle.
In an attempt to fill this void, the researcher created a survey with quantitative and qualitative components. The survey was distributed to all public high school principals in the state of Georgia. The returned surveys were analyzed using the Statistical Package for Social Sciences (1999).
The researcher found that Georgia public high school principals perceived that inclusion had an average impact on academic achievement and discipline and disruptions. They perceived that collaboration and planning between general and special education teachers were highly important and that they had received more than adequate college training to serve students with and without disabilities in an inclusion classroom. Gender, age, and years of experience had an average impact on the principals' perceptions of inclusion, while area of certification was a significant factor in a principal's willingness to accept inclusion as a method of serving students with and without disabilities.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd_legacy/794"],"dc:subject":["ETD","Inclusion","Principals","Perceptions","Education policy","Public high schools","Georgia","Academic achievement","Discipline","Education","Educational Administration and Supervision"],"dc:title":["Georgia High School Principals' Perceptions of Inclusion"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Educational Administration"]},"updated_at":"2026-07-24T02:28:40Z"}