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dc.contributor.authorWoodcock, Stuart
dc.contributor.authorHitches, Elizabeth
dc.date.accessioned2021-07-21T05:38:04Z
dc.date.available2021-07-21T05:38:04Z
dc.date.issued2017
dc.identifier.issn0736-9387
dc.identifier.doi10.1007/s11881-017-0145-7
dc.identifier.urihttp://hdl.handle.net/10072/406195
dc.description.abstractDespite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers’ attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers’ causal attributional outcomes of students’ level of achievement can impact upon the students’ own attributions, with teachers’ responses for students with SpLD having the potential to, unintentionally, influence students’ own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSpringer
dc.relation.ispartofpagefrom299
dc.relation.ispartofpageto317
dc.relation.ispartofissue3
dc.relation.ispartofjournalAnnals of Dyslexia
dc.relation.ispartofvolume67
dc.subject.fieldofresearchClinical sciences
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchcode3202
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode5204
dc.subject.keywordsSocial Sciences
dc.subject.keywordsScience & Technology
dc.subject.keywordsLife Sciences & Biomedicine
dc.subject.keywordsEducation, Special
dc.subject.keywordsRehabilitation
dc.titlePotential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWoodcock, S; Hitches, E, Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties, Annals of Dyslexia, 2017, 67 (3), pp. 299-317
dcterms.dateAccepted2017-07-28
dc.date.updated2021-07-21T05:34:56Z
gro.hasfulltextNo Full Text
gro.griffith.authorWoodcock, Stuart


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