Principals’ Attitudes Towards the Integration of Disabled Children into Regular Schools

Abstract

Principals from N.S.W. government and non‐government schools were surveyed to elicit their attitudes towards the integration of individual disabled‐children and the support services currently provided. Attitudes forwards mildly intellectually handicapped students in particular were also examined. Analysis of principals’ ratings for each educational/behavioural disability specified indicates that they are positive only about integrating children who demand neither extra competencies nor extra curricular duties from the regular class teacher. Results also suggest that principals are dissatisfied with the quality and quantity of support services routinely provided and now seek resource personnel with the expertise to directly assist the regular teacher in the classroom. Sub‐group variations among principals on both issues are also reported. Data on mildly intellectually handicapped students indicate little attitudinal change since a study undertaken in 1978, although knowledge of the most effective support services for this population appears to have increased. Implications of these findings for policy and practice are discussed.

Additional information

Notes on contributors

Yola Center

Yola Center, PhD, is Postdoctoral Research Fellow, Special Education Centre, Macquarie University

James Ward

James Ward, PhD, is Professor and Director of the Special Education Centre, Macquarie University, North Ryde, N.S.W 2113

Trevor Parmenter

Trevor R. Parmenter, PhD, is Senior Lecturer, Macquarie University

Rieke Nash

Rieke Nash is Program Assistant, Special Education Centre