The purpose of this study was to examine elementary school principals' recognition on inclusive education, since their recognition would influence the success of inclusive education with the disabled, and the reality of upport, thus to help them present the effective policies. To achieve this objective, it conducted a survey including 4 items such as general ecognition on inclusive education, recognition on the effects of inclusive education, the supports to the teacher for inclusive education, targeting 113 elementary school principals, then analyzed the data using SPSS windows V. 12 program.
In the first place, it found out the reality of school principals' supports and their general recognition through the frequency analysis and analyzed the results according to their special teaching experience, experience of success in teaching the disabled, training times in relation to the special education, their interest in inclusive education with the use of x2-test.
The outcomes were as follows:
First, elementary school principals have agrees with the needs of inclusive education, however it was considered to be difficult to apply to the real field of school, therefore they suggested the administrative and institutional support in the dimension of country.
Second, elementary school principals supposed that the effects of inclusive education were negative to academic achievement, though it had a good effect on an enhancement of social skills for both students with disability and other students.
Third, it found that principals in schools were striving to report the spirit of inclusive education to an instructional plan publicly, making every effort to fulfill the facilities for disabled students. However, practically they lack the activation of inclusive educational association as a useful institution. Additionally, they were likely to act passively to conduct school inspections for curricular integration.
Forth, this study revealed that principals regarded that they have made much efforts in the ways of emotional, administrative, financial supports towards classroom teacher in charge of inclusive education.
Fifth, according to the variance of backgrounds, there were few differences in terms of teaching experience of special education, but those who responded to be successful with their teaching experience, or having many training opportunities of special education, or having personal interests in the inclusive education have answered positively with reference to the reality of their supports and recognition.