A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities.

Abstract:

:Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers' attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.

journal_name

J Learn Disabil

authors

Woodcock S,Jiang H

doi

10.1177/0022219416664865

subject

Has Abstract

pub_date

2018-01-01 00:00:00

pages

3-17

issue

1

eissn

0022-2194

issn

1538-4780

pii

0022219416664865

journal_volume

51

pub_type

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