Research: Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Authored by Horrocks, JL, White G., and Roberts L. in J Autism Dev Disord, Volume 38, Issue 8, p. 1462-1473, (2008).

Article summary (posted Nov 24, 2008):

School principals who believe that children with autism can be included in a regular classroom are more likely to include them in a regular classroom.

This study was designed to measure how school principals feel about inclusion of students with autism in the classroom. Principals with the most experience were the least likely to support inclusion. Principals who had personal experience with autism were no more likely to support inclusion. Principals with formal training in special education were more likely to support inclusion. The authors suggest that principals need to have more knowledge of autism and the role of inclusion in the lives of children with autism.

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You can access the original abstract and the complete paper is sometimes available for free via Google Scholar (look for entries that say "PDF" or "HTML" on the right side of the page).
autism, classroom, education, inclusion, principal, public school, school, special education
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