Schools and Inclusion: Principals' Perceptions

Dyal, Allen B.; Flynt, Samuel W.; Bennett-Walker, Dorothea

doi:10.1080/00098655.1996.10114355

Cited by 11 publications

(11 citation statements)

References 5 publications

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“…In Gameros's (1994) study investigating successful inclusionary practices, public school principals reported that they believed their leadership and vision had a significant impact on the provision of services to students with disabilities in their schools. Further, Dyal, Flynt, and Bennett-Walker (1996) asserted, "school principals play an important role in creating an educational climate that provides opportunities for interactions between disabled and nondisabled peers" (p. 33).…”

Section: Literature Review Principals and Attitudes Toward Serving Stmentioning

confidence: 99%

An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities

Boyle¹,

Hernández²

2016

JOCE

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Section: Literature Review Principals and Attitudes Toward Serving Stmentioning

confidence: 99%

An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities

Boyle¹,

Hernández²

2016

JOCE

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“…Ultimately, principals have an indirect but significant influence on students' learning by fulfilling their diverse needs and abilities and legislating and establishing school systems and policies (Leithwood and Jantzi, 2008). Dyal et al (1996) noted that a school principal plays a vital role in forming an educational climate, which provides learning opportunities for all students, including those with disabilities. They further explained that a principal could build a community of learners or allow classrooms, students, and teachers to act autonomously and reported that school principals' attitudes, roles, relationships, and visions are active parts of an inclusive school environment.…”

Section: Introductionmentioning

confidence: 99%

The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

2021

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After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.

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“…However, the findings in a small number of studies were rather different, as head teachers did not advocate full inclusion. They preferred schools that provided a continuum of services and supported pull-out programmes for special education services (Dyal and Flynt, 1996), or continued to favour the traditional placements in self-contained special education classrooms for students with severe disabilities (Livingston, Reed and Good, 2001). It was also reported that very few head teachers had undertaken any training focusing on the education of these students (Sharma and Chow, 2008).…”

Section: Introductionmentioning

confidence: 99%

Investigating the attitudes of head teachers of Cypriot primary schools towards inclusion

Hadjikakou

Mnasonos

2011

Research in Spec Educ Needs

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This paper reports the results of a study that has been carried out for the first time in Cyprus, with the aim of exploring the views of head teachers on inclusion. Data were collected by means of questionnaires and a focus group meeting; 185 head teachers participated in this study. The findings indicated that overall, head teachers held positive attitudes towards inclusion of children with disabilities. The relationship among the head teachers' background factors, such as sex, administration experience, contacts with people with disabilities, possession of postgraduate titles in special education and attitudes towards inclusion were reported. This study has brought out that head teachers held overall positive attitudes towards inclusion. The findings are meaningful to the understanding of the effects of inclusion and entail various implications to facilitate it.

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Schools and Inclusion: Principals' Perceptions

Cited by 11 publications

References 5 publications

An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities

An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities

The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

Investigating the attitudes of head teachers of Cypriot primary schools towards inclusion

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