Principal/Teacher Support
The support for inclusion begins at the top. The principal’s attitude trickles down throughout the school. Therefore, he or she needs to be invested in inclusion. “The principal sets out the philosophy of the school, he or she is the role model for the teacher and the entire school can change dramatically when the principal leads the way to best practices” (Eldar, Talmor, & Wolf-Zukerman, 2010, p. 99). The principal sets the tone.
The principal leads in the implementation of inclusion. He or she needs to design and organize programs for all students where they are integrated, are accepted, and are successful in general education (Eldar, Talmor, & Wolf-Zukerman, 2010). With positive support and collaboration, the teacher makes inclusion work in the classroom. “Teachers cannot do what is necessary without the input, supervision, support, understanding, and collaboration of the principal” (Eldar, Talmor, & Wolf-Zukerman, 2010, p. 99). Positive teachers will improve persist, and be flexible for their students (Cullen, Gregory, & Noto, 2010). The proper preparation and explicit expectations allow teachers and schools of inclusion to thrive (Eldar, Talmor, & Wolf-Zukerman, 2010). The characteristics of the principal and teacher will translate into a classroom that is able to include all students.
Teacher/Student climate