Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

James Bailey

Abstract

AbstractProviding inclusive education for children with special educational needs and disabilities entails educating these students in general education classrooms. There are no consistent practices or regulations for administering programs for such students in general education classrooms in Sierra Leone. This problem is supported by the lack of literature about administrative inclusive education practices. This basic qualitative study was conducted to explore the professional dispositions, perceptions, and rules or regulations that school principals hold for administering programs for students with special educational needs and disabilities in general education classrooms. The conceptual framework of the study was based on moral leadership and transformational leadership theories. The study fills a research gap, in that no study has been done in Sierra Leone about school leadership and inclusive education for students with special educational needs and disabilities. Research questions centered on the professional dispositions, perceptions, and practices or regulations that school principals hold about including students with special educational needs and disabilities in general education classrooms. Twelve principals of senior secondary schools in Sierra Leone were interviewed in person. Thematic analysis was applied to the data. Findings showed an absence of expert knowledge and the need for professional development training for school principals, which informed the recommendation for a policy on professional development training for principals. The study’s results have social change implications, in that they may help in addressing the need to provide proper, high-quality education for students with special educational needs and disabilities.

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