TITLE

TEACHER BIASES IN THE IDENTIFICATION OF LEARNING DISABILITIES: AN APPLICATION OF THE LOGISTIC MULTILEVEL MODEL

AUTHOR(S)
Sideridis, Georgios D.; Antoniou, Faye; Padeliadu, Susana
PUB. DATE
October 2008
SOURCE
Learning Disability Quarterly;Fall2008, Vol. 31 Issue 4, p199
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to identification of learning disabilities by a factor of 2:1. In other words, every child who is rated by female teachers as having an LD (who actually has LD) corresponds two children when rated by male teachers. Students' gender, on the other hand, did not differentially predict identification rates. Furthermore, teacher age and experience did not contribute significantly to student identification rates. The findings are discussed with regard to policy mandates and classification schemes.
ACCESSION #
35235997

 

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