Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment
The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which principals know about inclusive education and a child with special educational needs. The second aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their knowledge about inclusive education and a child with a special educational needs. The third aim was to ascertain the nature of principals' attitudes towards inclusive education. The fourth aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their attitudes towards inclusive education. The last aim was to determine whether there is any relationship between principals' knowledge and attitudes regarding inclusive education. To this end, a questionnaire was administered to a randomly selected sample of two hundred and twelve principals. The findings reveal that principals differ in the extent to which they know about inclusive education and a child with special educational needs. A high percentage (65.1%) of principals report a high level of knowledge about inclusive education and a child with special educational needs. The findings also show that teaching experience has an influence of principals' knowledge about inclusive education and a child with special educational needs. The findings also indicate that a high percentage (60.8%) of principals hold a positive attitude towards inclusive education. The findings further reveal that gender, teaching experience and phase of the school have no influence on principals' attitudes towards inclusive education. The last findings show that there is a positive relationship between principals' knowledge about an attitudes towards inclusive education. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.
Inclusive education, Inclusive education --Attitudes
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