Effects of Diagnostic Labels for Students with Learning Problems on Teachers' Stereotypes and Performance Expectations
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| Title: | Effects of Diagnostic Labels for Students with Learning Problems on Teachers' Stereotypes and Performance Expectations |
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| Language: | English |
| Authors: | Linda Kashikar (ORCID |
| Source: | Journal of Learning Disabilities. 2026 59(1):37-54. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Attitudes, Stereotypes, Identification, Learning Problems, Attitudes toward Disabilities, Teacher Student Relationship, Special Needs Students, Learning Disabilities, Labeling (of Persons), Foreign Countries, Special Education Teachers, Regular and Special Education Relationship, Beliefs, Teaching (Occupation), Teacher Expectations of Students, Students with Disabilities, Disability Identification, Special Schools, Inclusion, General Education |
| Geographic Terms: | Germany |
| DOI: | 10.1177/00222194251315187 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | Labeling students with learning problems may change teachers' evaluations of them. Our study examined whether the "Special Learning Needs" (SLN) and "Learning Disability" (LD) labels influenced teachers' beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers' performance expectations and teaching intentions. A sample of 413 German general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers' acceptance of the diagnosis as accurate. However, the labels did not change teachers' stereotypes of the fictitious student. The LD label lowered some of teachers' long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student's academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492616 |
| Database: | ERIC |
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| Abstract: | Labeling students with learning problems may change teachers' evaluations of them. Our study examined whether the "Special Learning Needs" (SLN) and "Learning Disability" (LD) labels influenced teachers' beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers' performance expectations and teaching intentions. A sample of 413 German general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers' acceptance of the diagnosis as accurate. However, the labels did not change teachers' stereotypes of the fictitious student. The LD label lowered some of teachers' long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student's academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference. |
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| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194251315187 |
