Teacher Expectancies and the Label “Learning Disabilities”

Abstract

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.

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