Diagnosing the Potential of Students with Learning Disabilities
This study surveyed Australian preservice primary and secondary teachers to investigate their understandings and expectations about students with learning disabilities. Results show that preservice teachers form a negative attribution cycle about students with a learning disability in comparison to a positive attribution cycle formed about students without a learning disability. Furthermore, preservice teachers view students with a learning disability more from a medical model viewpoint that emphasises deficits. Thus, they are generally more positive towards students with a learning disability, less frustrated, more sympathetic, and have lower expectations of their future performances. Philosophically, their educational view towards students with a learning disability is driven by ability, rather than effort, which is in contrast to their view towards students without a learning disability. Implications for future practice and recommendations for future research will be presented.