The education sector may not influence principals once they desire changes and are aware of the need for these inclusive school reforms. Therefore, school principals’ awareness is a critical aspect in helping them promote inclusive schools. To ensure that applied inclusive practices reflect essential changes in a school, as Avissar, Reiter, and Leyser concluded in their study, barriers connected to people’s attitudes and knowledge must be overcome. This may positively impact the inclusion of students with special needs and inclusive educational policies. When the principal understands the importance of inclusive practices for SODs and his or her role in supporting this system, he or she will be more inclined to plan and implement school reforms to make the school more inclusive. A principal’s knowledge, perceptions, and drive to improve are unaffected by the school sector, whether public or private. In other words, most school reforms can be implemented by school administrators if they are prepared to make changes in their school systems to promote inclusive school practices and environments.
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