Blue Ribbon Schools: Knowledge and Attitudes of Principals Towards Inclusive Practice

Surveys were sent to 125 elementary and 125 secondary (junior high/middle and high) schools representing each area of the country. Responses were received from 179 of the 250 schools (72%). The principals' responses to items identifying service delivery options, descriptors of inclusion, populations, and attitude statements indicated that the principals of Blue Ribbon Schools are not in agreement on the definition of inclusion and do not feel that all children should be included in regular education classrooms. These principals appear to spend more time in the general activities necessary for leadership for effective education, and a moderate amount of time dealing with specific issues related to students with disabilities. Statistically significant differences were found between the extent many of the supports, strategies, and practices were used and their perceived effectiveness in facilitating the inclusion of students with disabilities. In summary, the principals of Blue Ribbon Schools do not appear to differ from principals in other schools in terms of their support for inclusive education.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Date dc:date

10000-01-01

Author dc:creator

• Barnett, Carol Ann

Contributors dc:contributor

• Monda-Amaya, Lisa

• Education, Administration

Language dc:language

eng

Identifier

(MiAaPQ)AAI9737045

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80160