No abstract

38 students enrolled in an introductory special education class in education of the emotionally disturbed were randomly assigned to two treatment conditions, a normal (control) condition and low expectancy condition. These teacher trainees participated in a two phase study. During phase 1 the teachers were asked to rate a hypothetical normal child (control group) or a hypothetical emotionally disturbed child (low expectancy group) on two dependent measures developed for this research. During phase 2, both groups independently viewed a videotape of the same normal child. The control group was told the child was normal; the low expectancy group was told the child was emotionally disturbed. Both groups completed the same dependent measures following observation of the child. Differences between the groups in both phases indicate that teacher trainees hold negative stereotypical expectations of children labeled emotionally disturbed. Observations of normal behavior alter these expectations to some extent, but the negative halo of the label still results in more negative perceptions of behavior than when the child is labeled normal.

This study investigates the teacher expectancies created by the term “learning disabled.” Two groups of 22 elementary grade teachers were shown a videotape recording of a normal fourth grade boy engaged in various activities. Prior to viewing the tape, the control group was told that the child was normal while the experimental group was told that the child was learning disabled. After the presentation both groups filled out referral forms for the child on the basis of the tape. The experimental group rated the child more negatively (p<.001) than did the control group. It was concluded that the label “learning disabled” generates negative expectancies in teachers which affect their objective observations of behavior and may be detrimental to the child's academic progress. It is suggested that a system of remediation be adopted that is not based on categories of disability but rather according to the needs of each child.

No abstract

The relationship between referral and special education outcome was investigated in a state where students are referred by category of handicapping condition. Of specific interest was the congruence between categories for which students were referred and eventual placements. Results indicated that 72% of the students referred were placed in some form of special education and that most were placed in the special education category for which they were referred. Variations in the congruence between referral and outcome as a function of the person submitting the referrals were relatively minor, except for parents, for whom 79% of the referred students were not placed in special education. Implications of the results for special education decision making are discussed.