Abstract:
To better understand how teachers and principals perceive the inclusion of students with disabilities in classrooms, this study investigated the attitudes of school principals and teachers toward the inclusion of students with mild to moderate disabilities. Principals and teachers’ attitudes towards inclusion were studied along three dimensions: teacher perceptions of students with mild to moderate disabilities, beliefs about the efficacy of inclusion, and perceptions of professional roles and functions. The study also explored the barriers and challenges to inclusive education and discussed strategies to enhance the students’ inclusion in the school. Twenty-two teachers and two principals of one Armenian school located in the Metn district of Lebanon participated in the study. The research design adopted a case-study approach. The study used both qualitative and quantitative data collection methods, including a questionnaire, semi-structured interviews, and an observation checklist intended to assess the school’s accessibility. The findings of this study showed that teachers have a neutral attitude toward inclusive education. They indicated that for inclusive education to yield favorable outcomes, school administrators needed to invest in support systems for teachers, teacher professional development, and additional resources tailored to the needs of students with disabilities. As for the principals, their attitude towards the inclusion of students with mild to moderate disabilities was positive. Finally, the case study demonstrated that there were a number of barriers that prevented the school from implementing inclusive practices.
