Eighteen regular education teachers completed a rating scale on their expectations for the behavioral and academic performances of 27 younger siblings of learning disabled (LD) and non-LD students. All teachers previously had taught the Ss' older siblings. Expectation ratings were significantly lower for the siblings of LD Ss in the areas of…

Forty special education teachers were asked to make decisions about a fourth grade boy who was portrayed as learning disabled or emotionally disturbed and who exhibited either high or low competence. Classroom placement decisions and future performance predictions were found to be a function of the child's perceived competence. Results were…

For availability, see EC 103 600

Examined were the number and type of questions asked by the teachers of six high school social studies classes, three of whom knew which children had been identified as perceptually handicapped. Observers noted whether questions were of a cognitive-memory, convergent, divergent, or evaluative nature. Results suggested that teachers ask children…

The study involving 57 high school and elementary teachers investigated whether teachers hold different stereotypes for labeled remedial reading (RR) and labeled learning disabled (LD) students than for unlabeled students, and whether elementary and secondary teachers differ in the stereotypes they may hold regarding learning disabled and remedial…

Reviewed is research on the use of drug therapy with children who have learning and behavior disorders, and reported are results of an opinion survey of 10 teachers of 31 5- to 18-year-old emotionally disturbed children. Briefly described are the primary and side effects of stimulant drugs, tranquilizers and sedatives, anticonvulsants,…

Seventy-five teachers working in the area of special education and learning disabilities were administered a 112 item questionnaire concerning instructional and program needs, Participants were from Northeastern Ohio representing the cities of Youngstown, Akron, Kent, and several suburban districts. Also evaluated was a summer workshop attended by…

When asked to rate the expected behaviors of a hypothetical child assigned to each of three labeling conditions (normal, learning disabled, or emotionally disturbed) 75 elementary teachers differentially responded to the labels. (CL)

Investigated with six highly active 4- and 5-year-old Caucasian boys (three Ss labeled by teachers as hyperactive and three controls) was the extent to which inappropriate behaviors and differences in attention span provoked teachers to differentiate between highly active and hyperactive children. (IM)

The relationship between the diagnostic label assigned to a child (emotionally disturbed--ED, learning disabled--LD) and the type of behavior exhibited by that child was investigated with 128 special education graduate students. Ss were asked to complete one of four randomly assigned case studies in which the label assigned to the child and/or the…

The study explored 20 teachers' perceptions of the classroom behavior and work habits of 10 elementary-junior high school mainstreamed learning disabilities (LD) students and 10 nonlabeled control students. Results of the Devereux Elementary School Behavior Rating Scale and the rating of student behavior by an independent observer indicated that…

The study examined 102 elementary regular-classroom teachers' attributions and instructional prescriptions for normal achieving, educationally handicapped, and educable mentally retarded pupils. (Author)

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…