The purpose of this study was to compare the attitudes of trained and untrained school administrators toward inclusive education initiatives. The “Principal’s Inclusion Survey,” developed by Cindy Praisner and G.H. Stainback, was distributed electronically to 3,250 school administrators in the southeast region of the United States and a quantitative study approach using a convenience sampling methodology was used to test the research hypotheses. In this study, the following research question was answered: What is the difference in the attitudes toward inclusion of school administrators who are trained in special education compared to school administrators who are not trained in special education? The following research hypotheses were the primary focus of the research: H1 There is a difference in the special education attitudes of school administrators who are trained in special education compared to school administrators who are not trained in special education toward inclusive education initiatives. H0 There is no difference in the special education attitudes of school administrators who are trained in special education compared to school administrators who are not trained in special education toward inclusive education initiatives. The results of the study indicated that there is no difference between trained and untrained administrators’ attitudes toward inclusive education initiatives based on their special education training. Therefore, the analyses of the data resulted in failure to reject the null hypothesis. Implications for practice based on the results of this study can be applied to university administrator training programs, school district administrators, educational leaders, and state and federal departments of education.
|Commitee:||Ibarra, David, Jazzar, Michael|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education|
|Keywords:||Administrator, Inclusion, Inclusive education, School, Special education, Training|
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