The purpose of this study is to determine the factors influencing international school leaders’ views of inclusive education and the inclusion of students with special needs. The first research question focuses on international school leaders’ definition of inclusive education. The remaining questions examine the institutional, classroom, and individual factors that influence international school leaders’ views of the inclusion of students with special needs. The study is a mixed-methods design. In stage one of the research, a survey was administered to the current members of the Academy for International School Heads with a return rate of 16.5% via online. The survey is modeled after Bailey’s Inclusion Attitudes Scale (2004). In the second stage, nine survey participants were selected for a semi-structured interview. The study results are organized by research question. The study findings suggest that institutional factors play a prevalent role in influencing international school leaders’ views on the inclusion of students with special needs. In particular, a lack of access to specialists, negative stakeholder views, admittance policies, and a lack of teacher training are identified as potential barriers to the inclusion of students with special needs at international schools. Classroom factors such as the level of special need and teacher workload/classroom management are also identified as obstacles while the social benefits are a facilitator. Individual factors do not appear to influence international school leaders’ views on the inclusion of students with special needs; however, a specific leadership approach that promotes inclusive education in international schools is identified.
University of Minnesota D.Ed. dissertation. July2016. Major: Educational Policy and Administration. Advisors: Deanne Magnusson, Christopher Johnstone. 1 computer file (PDF); xvi, 200 pages.
Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs.
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