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• W260880015 abstract "This study compared regular and special education principals' perceptions regarding the effective ness of their jointly run integration programs for students with intellectual handicaps. The study was conducted in an Australian state special education system which provides services for students with intellec tual handicaps in Education Support Centres (ESCs) located in regular elementary and secondary schools. Both the ESC and regular school principals responded to a survey which addressed the amount and per ceived quality of cooperation at both administrative and teaching levels, perceptions of the extent and type of integration, the extent of resource sharing, problems associated with implementation and the advantages of the programs. The study also sought to establish whether there were any differences between the regular education and ESC principals' attitudes and whether differences occurred as a function of the rural or urban location of the programs. The results indicated that both regular and ESC principals held positive attitudes about the type and amount of integration occurring in their programs and the level of cooperation amongst the special and regular education personnel involved. No statistically significant differences were found between either the ESC and regular education principals, nor rural and urban principals regarding levels of cooperation. Principals most commonly reported relatively high levels of cooperation between the host schools and ESCs, the presence of mainly instructional type integration and a positive relationship between the programs. Integration has become a fundamental tenet nies-Ross, 1984; Gow, 1988; Yg. Bhg, 1989; of international special education. The EduReynolds & Birch, 1988; Stancic, 1984; cation for all Handicapped Act (1975); the Winzer, 1985). Warnock Report (Warnock, 1978) and the Much of this research has focused on the Report of the Working Party on Commonidentification and manipulation of factors wealth Policy and Directions in Special Educawhich influence the attitudes of regular and tion (Commonwealth Schools Commission, special education personnel towards integra 1985) are examples of significant legislation tion (e.g., Larivee & Cooke, 1979; Salend & and policy which have provided the impetus Johns, 1983; Stancic, 1984; Stewart, 1983). for integrated service delivery in their reOf particular relevance to the present study is spective countries. Reynolds and Birch the role played by the school principal in the (1988) describe the integration of students integration of handicapped students. Larivee who are handicapped as an international and Cook (1979) identified the support of the movement with the same salient characterisprincipal as a critical factor influencing both tics evident in different nations. The central teacher attitude and the creation of a climate importance of integration to special educaof professional leadership necessary for effec tion service delivery has precipitated a burtive integration. The principal's role in inte geoning international literature addressing gration is of special interest in Australia at policy, attitudes toward and factors assothis time as the state education systems, ciated with, integration practice (e.g., Cluwhich have traditionally operated under a highly centralized bureaucracy, are currently being overhauled in favour of decentralized Correspondence concerning this manuscript approaches. This change is characterized by a should be addressed to Alan Bain, Department of growing trend towards devolution of respon Education, The University of Western Australia, sibility to local districts and schools (Caldwell Nedlands, Perth, Western Australia 6009. & Spinks, 1988; Smart, 1988; Barton, 1988)" @default.
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• W260880015 title "Regular and Special Education Principals' Perceptions of an Integration Program for Students Who Are Intellectually Handicapped." @default.
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