Proposal Title

Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education

Location

Hamilton B

Proposal Track

Research Project

Session Format

Symposium

Abstract

The purpose of this study is to determine Bahamian elementary school principals’ and teachers’ perceptions of including students with disabilities in general education classrooms and leadership that promotes and sustains inclusive educational learning environments. A case study explanatory sequential mixed-methods design will be applied. The first phase of this study will involve gathering quantitative data using a survey instrument to survey elementary school principals and teachers about their opinions on inclusive education. The second phase of this study will consist of collecting qualitative data on participants’ perceptions of inclusive education, including their views on leadership style (i.e., transformational leadership) that is ideal for implementing and sustaining inclusive educational learning environments. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit the development and sustainability of inclusive learning environments for Bahamian schools. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to foster inclusive educational instructional practices. Furthermore, this study can make a valuable contribution to the literature on inclusive education in a Bahamian context.

Keywords

Inclusive Education, Bahamian Education, Perceptions, Leadership.

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Oct 7th, 1:45 PM Oct 7th, 3:00 PM

Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education

Hamilton B

The purpose of this study is to determine Bahamian elementary school principals’ and teachers’ perceptions of including students with disabilities in general education classrooms and leadership that promotes and sustains inclusive educational learning environments. A case study explanatory sequential mixed-methods design will be applied. The first phase of this study will involve gathering quantitative data using a survey instrument to survey elementary school principals and teachers about their opinions on inclusive education. The second phase of this study will consist of collecting qualitative data on participants’ perceptions of inclusive education, including their views on leadership style (i.e., transformational leadership) that is ideal for implementing and sustaining inclusive educational learning environments. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit the development and sustainability of inclusive learning environments for Bahamian schools. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to foster inclusive educational instructional practices. Furthermore, this study can make a valuable contribution to the literature on inclusive education in a Bahamian context.