Teachers' Expectations for the Younger Siblings of Learning Disabled Students

Abstract

Recent research has suggested that special education labels influence teachers' expectations not only for students but also for their younger siblings. Two investigations were conducted to ascertain teachers' expectations for the performance of the younger siblings of LD students. In the first study teachers were asked to make predictions about the performance of students they were currently teaching; these students had older siblings (either learning disabled or normal) whom the teacher had previously taught. In the second study teachers rated the expected performance of hypothetical younger siblings of LD students they were currently teaching.

Results of both investigations indicated that teachers held lower expectations for younger siblings of LD than of non-LD students. Specific content areas in which lower performance was expected are delineated. The results suggest not only that educators must be wary of the deleterious effects of the label learning disabled on the student but also that they must be aware that this label may taint their expectations for, and therefore their behavior toward, siblings of that student.

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