Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

By Cindy L. Praisner. 2003

449 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6d5bed4fad543bc70abb46668de65cbb3a5ee162

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In Developmental and Educational Psychology

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Citations in the corpus

Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “In addition to the perceptions of general and special educatorsVthe stakeholder groups on which most attention has focusedVthe values, beliefs, and commitments of administrators may have an important influence on how educational services are delivered within a school (Praisner, 2003; Riehl, 2000).”
Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, result): “In the present study, as in others (Praisner, 2003), it was found that there was no relation between the educators’ attitude or intention and the years of their teaching experience in regular education, whereas Heflin & Bullock (1999) and Bennett et al. (1997) concluded that the younger teachers…”
Principals' Perspectives on Inclusive Elementary Schools (2006, methodology): “This body of research rests primarily on survey data of principals and teachers and has produced equivocal findings (Bamett & MondaAmaya, 1998; Buysse, Wesley, & Keyes, 1998; Mayrowetz & Weinstein, 1999; Praisner, 2003; Villa et al., 1996; Weiner & Norton 1993).”
Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators (2010, background): “It is therefore important to allow principals to have positive, practical experience with inclusion of any kind of disability, so that they gain experience through specific practice (Praisner 2003).”
Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders (2012, methodology): “Both school psychologists (Center & Ward, 1989) and principals (Praisner, 2003) have endorsed that some disabilities are more suitable for inclusion than others.”
Attitudes Toward People with Intellectual Disabilities (2004, result): “It is worth noting, however, that later in their careers, the views on inclusion that teachers in Australia hold have been reported to be less positive in relation to their years of experience (Center & Ward, 1987; Forlin, Douglas, & Hattie, 1996; Praisner, 2003).”
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, background): “Previously, researchers have shown that positive experiences with students with disabilities are associated with more positive views of inclusion (Praisner, 2003) and principals’ positive views of inclusion are associated with a higher likelihood of students being placed in inclusive classrooms (Coo”
Effects of Training in Universal Design for Learning on Lesson Plan Development (2007, background): “On the other hand, parents, teachers, and support associations have continued to voice concerns that exceptional students’ needs are not always met in inclusive settings (Mancini & Layton, 2004; McLeskey, Henry, & Axelrod, 1999; Praisner, 2003).”
Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “There is mixed evidence concerning experience of contact with children with SEN (e.g. Center & Ward, 1987; Praisner, 2003).”
Educating Students With Emotional Disturbances (2006, background): “There is virtually universal agreement on several critical elements of positive and inclusive schooling, including a culture of collaboration (Friend & Cook, 2003), strong administrative support (Pivik, McComas, & Laflamme, 2002; Praisner, 2003), and staff members who are committed to helping every ”
Inclusion of Children With Special Needs in Early Childhood Education (2015, background): “Indeed, types of special needs have been identified by teachers (Dupoux et al., 2005) and administrators (Praisner, 2003) as a crucial factor to consider.”