Are we exacerbating students' learning disabilities? An investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities

Authors

Wilhelmina J. Vialle, University of WollongongFollow
Stuart Woodcock, University of WollongongFollow

RIS ID

43496

Publication Details

Woodcock, S. & Vialle, W. (2011). Are we exacerbating students' learning disabilities? An investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61 (2), 223-241.

Abstract

While claims of the importance of attribution theory and teachers’ expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as lacking ability in comparison to others in the class. Recommendations for research and training programs conclude the paper.