Principals' attitudes regarding inclusion of children with autism in Pennsylvania public schools.
A principal’s belief that autistic students can thrive in general ed is the strongest driver of inclusive placement—so target mindset first, then add safety supports.
01Research in Context
What this study did
The team mailed a survey to every public-school principal in Pennsylvania.
They asked each principal: Do you believe autistic students can succeed in general-ed classes?
They also asked how strongly the principal supports inclusion and where they would place an autistic child.
What they found
Principals who answered “yes” to the success question were far more likely to recommend full inclusion.
Belief in student success was the single strongest predictor of placement decisions.
Positive attitude alone was not enough; the belief in success had to be there.
How this fits with other research
Zablotsky et al. (2014) and Buse et al. (2014) warn that full inclusion raises bullying risk.
Their surveys show autistic kids in general-ed rooms are bullied more often, while special-school placement lowers that risk.
The studies do not truly clash; Matson et al. (2008) asked principals what they would do, while the 2014 papers tracked what actually happens to kids.
Clark et al. (1977) gives the proof of concept: one first-grader with one-to-one ABA thrived in a regular classroom, showing inclusion can work when strong supports are in place.
Why it matters
Before you push for inclusion, check the principal’s mindset. If they doubt autistic students can succeed, start there. Share data, invite classroom visits, and outline the supports you will provide. Pair the placement with an anti-bullying plan drawn from Zablotsky et al. (2014) and Buse et al. (2014) so the child is both included and safe.
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02At a glance
03Original abstract
This study sought to identify the attitudes that principals held regarding the inclusion of students with disabilities, and the relationship between their attitudes and their placement recommendations for children with autism and to identify the relationship between specific demographic factors and attitudes toward inclusion and placement. A stratified random sample was drawn from the active list of 3,070 principals in the Pennsylvania public schools. From 1,500 surveys, 571 principal responses were received. The most significant factor in predicting both a positive attitude toward inclusion of children with disabilities and higher recommendations of placements for children with autism was the principal's belief that children with autism could be included in a regular education classroom.
Journal of autism and developmental disorders, 2008 · doi:10.1007/s10803-007-0522-x