Attitudes of Principals and Special Education Teachers Toward the Inclusion of Students with Mild Disabilities

Abstract

Attitudes of 49 principals and 64 special education teachers regarding the inclusion of students with mild disabilities were investigated. Results of a discriminant analysis indicated that principals and special educators were separated into groups with 76% accuracy according to their responses to items drawn from the Regular Education Initiative Teacher Survey (Semmel, Abernathy, Butera, & Lesar, 1991). items measuring attitudes toward the efficacy of included placements with consultative services, the academic outcomes associated with included placements, and the protection of resources devoted to students with mild disabilities correlated most highly with the discriminant function. Findings are discussed in relation to their implications for the implementation of inclusion reforms and the educational opportunities of students with mild disabilities.