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Teacher Response to Learning DisabilityA Test of Attributional PrinciplesMargaret D. Clark, MA, is an adjunct professor at California State University, Los Angeles, in the Division of Special Education. She is currently a doctoral candidate in the California State University, Los Angeles/ University of California, Los Angeles, Joint Doctoral Program. Her research interests include general education teachers' perception and concepualization of learning disabilities, and the attributional approach to achievement motivation. Address: Margaret D. Clark, Division of Special Education, California State University-Los Angeles, 5151 State University Dr. KH C-1071, Los Angeles, CA 90032–8144. Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.
Journal of Learning Disabilities, Vol. 30, No. 1,
69-79 (1997) This article has been cited by other articles:
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