Examining Principal Perceptions toward the Inclusion of Elementary Students with Attention Deficit Hyperactivity Disorder in the Regular Education Classroo

This research study explored principals' perceptions toward the inclusion of students with ADHD in the regular education classroom. Factors analyzed within the study also included principals' perceptions of assistive technology within elementary schools and the impact level of courses/workshops relating to ADHD. The study aimed to understand if the number of special education credits principals have completed and principals' years of experience influenced the aforementioned factors.;This study consisted of quantitative, non-experimental research, utilizing using both causal-comparative and correlational research designs. The researcher used a nonprobability, convenience sampling, based on principals within Southeast Pennsylvania, whose e-mail addresses were publicly listed on school district's websites.;Praisner's (2000) Principals and Inclusion Survey was adapted and dispersed as an online survey. One hundred seventeen principals were invited to participate within the study and 28 completed the survey. The results of the study suggest that the amount of special education credits a principal has completed does not have an effect on their perceptions toward placing students with ADHD in special education classes/schools specifically designed for them and does not affect the impact level of courses/workshops that were taken by principals that related to ADHD.;The results of the study also suggest that the amount of special education credits a principal has completed does not have an effect on their perceptions toward placing students with ADHD in special education classes/schools specifically designed for them and does not affect the impact level of courses/workshops that were taken by principals that related to ADHD.;Correlational analyses suggest that there is a moderate relationship between years of full-time special education teaching experience and principals' perceptions of classroom placement and inclusion percentage for students with ADHD in the regular education classroom. A statistically significant relationship was found between whether or not students with ADHD should be placed in special education classes specifically designed for them and the impact level of courses and trainings taken relating to ADHD. This suggests that principals who take trainings and professional development relating to ADHD feel that students who have been diagnosed with ADHD should be included in the regular education classroom.