Learning Disability

Influence of the ‘Learning Disability’ label on teachers' performance expectations — A matter of attitudes towards inclusion?

In our study of 429 special and regular education teachers, we examined the impact of a 'Learning Disability' (LD) label on teachers' performance expectations. Teachers exposed to the LD label had lower expectations for the student's academic achievement. Special education teachers showed lower expectations overall, but positive attitudes towards inclusion appeared to mitigate some negative effects of the LD label.

Does the 'Learning Disability' label lower teachers’ performance expectations?

We investigated the influence of the learning disability label on performance expectations among prospective teachers in Germany. Using an experimental design with 276 participants, they read a description of a student with academic problems, with only the experimental group having the student labeled as having a learning disability. Results revealed no significant main effect of the learning disability label, but prospective special education teachers had partially lower performance expectations than regular education teachers.

Leistungsbewertung und Leistungsattribution

Outlines how open science practices can help special and inclusive education researchers to make the research process more transparent and communication with the research community more open and immediate. Offers a commentary on how this is nothing else than a revival of broadly accepted scientific values.

Efficacy of a working memory sensitive math intervention for primary school children

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more …