|Published online: May 18, 2015||$US5.00|
Students with learning disabilities (LD) are one of the most common groups of students with special educational needs in inclusive classrooms, and teachers’ own judgments of their abilities to enhance these students’ learning and achievements can play a vital role in determining a student’s performance in the classroom. Moreover, teachers’ judgments in regards to their expectations of students with LD can have highly influential outcomes on the students’ achievements. Teachers’ judgments and perceptions of students are often hard to change over the lifespan of a career, making the training years an ideal development ground. This study examined the influential relationship between trainee teachers' beliefs about their ability to bring about desired outcomes of the engagement and learning for students with LD, and the trainee teachers' attributions of these students’ achievements. Results show that differences in a trainee teacher’s own sense of self-efficacy influences changes in their attributions of students’ achievements. Implications and recommendations to research and practice are presented.
|Keywords:||Teacher Self-efficacy, Attribution Theory, Learning Disabilities|
The International Journal of Learner Diversity and Identities, Volume 22, Issue 3, September 2015, pp.1-15. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 538.266KB)).
Senior Lecturer, Faculty of Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia