Perspectives on Mainstreaming Special Education: How Principals’ and Counselors’ Attitudes Relate to Their Professional Well-Being

The current study examined the attitudes of elementary and middle school principals and school counselors toward including students with special needs in regular classrooms. 243 participants completed questionnaires on their self-efficacy, job satisfaction, stress, and attitudes toward inclusion. Additionally, 22 semi-structured interviews were conducted to gain a deeper understanding of how principals and counselors deal with the inclusion of students with special needs in their school. The study’s findings reveal a difference between middle school counselors and principals and those in elementary schools in terms of the desire for inclusion. It was also found that the less the counselors believe in themselves, the less they are in favor of inclusion, while the more satisfied they are with their work, the more they support inclusion. Qualitative analysis brought up various difficulties in the inclusion process.