No abstract

The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.

This study focused on the relationship between both achievement level and diagnostic label and sociometric status and self-image of students in Dutch elementary education. In particular, differences between students with specific learning disabilities (SLD) and students with general learning disabilities (GLD) were studied, in regular as well as in special education. A total of 1,300 students participated, 861 in general and 439 in (separate) special education schools. Students with GLD were more often rejected and had a lower self-image than students with SLD. These results seemed to hold mainly for girls and for students with GLD in general education. No argument in favor of or against inclusive education can be advanced based on the results of this study, but the findings highlight the potential role of low achievement in peers' dislike of girls. Moreover, the results suggest the importance of investigating subgroups of students with LD in future research.

No abstract

This study focused on differences in well-being and peer acceptance of three groups of low-achieving students in regular and special education in the Netherlands. Well-being was assessed by means of a self-image scale consisting of 39 statements and peer acceptance through sociometric nomination and rank-order procedures. Low-achieving students in regular education who received remedial help had a similar self-image and were equally accepted by their peers as the low-achieving students in regular education who did not receive remedial support. Students in special education, however, had a slightly better self-image and were also a little more accepted by their peers than the low-achieving students in regular education. Low-achieving students in regular education who received remedial support neither profited nor suffered from their “needy” status regarding peer acceptance.

Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Data and analysis: Executive functioning was measured through computer tasks, and perceived home language appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. Findings: German-Dutch pupils perceived there to be more appreciation of their home language from their teacher than Turkish-Dutch pupils. This difference did partly explain differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. Originality and significance: This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.

No abstract

No abstract