The effects of classification as learning disabled upon teacher evaluations of student performance: An attribution theory approach

Teachers use prior information, including knowledge about students' disabilities and their perceptions of students' abilities and efforts, to formulate expectations for students' future academic performance (Schonwetter, Clifton, & Perry, 1994). The increased number of students with learning disabilities taught in general education classrooms places importance on examining teacher evaluations of student performance in inclusive settings (Kauffman & Hallahan, 1995). The purpose of this study was to examine the influence of prior information on teachers' performance evaluations of students with no disabilities and students with learning disabilities educated in inclusive classrooms. This study utilized an attribution theory approach and focused upon the factors of ability and effort (Weiner, 1974).; A survey questionnaire was designed that included eight scenarios depicting case studies of students utilizing prior knowledge of a learning disability, high or low ability, and good or poor effort. Analysis of data suggests that students with learning disabilities were rated by teachers to be more dependent upon assistance to experience academic success, students' abilities and efforts influence teachers' ratings of students' academic independence, and the influence prior information about students' learning disabilities was independent of the influence of prior knowledge about students' levels of ability or effort.; Implications include a need to educate teachers about how they utilize prior knowledge to form expectancies and biases for students' academic performance. Enhanced communication and training that focus on teaching skills are needed to increase teachers' confidence when teaching students with learning disabilities in regular education classes. Teachers expressed positive attitudes about inclusion but identified a lack of training in inclusion techniques and classroom support as areas of concern.