Understanding principals’ attitudes towards inclusive schooling

Reports that including students with disabilities in regular schools is a movement which is attracting considerable community support. Inclusion is both a philosophy based on social justice, and a practice requiring, in many cases, significant adaptations by the school community. Suggests that, as school principals have a significant role in implementing policies in schools, to be able to predict their approach to inclusion, it is important to understand their attitudes towards inclusion. Reports on qualitative data on the attitudes towards inclusion of more than 200 school principals in Queensland schools. Although the majority are supportive of inclusion, their responses suggest they are “qualified” inclusionists. Concludes that, while responding to the social justice imperatives and recognizing the rights of students with disabilities, the principals were also concerned about the resource implications which attend the implementation of inclusion.