Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities

• Published in: Journal of learning disabilities 2018-01, Vol.51 (1), p.43-54
• Main Authors: Cornoldi, Cesare, Capodieci, Agnese, Colomer Diago, Carla, Miranda, Ana, Shepherd, Katharine G.
• Format: Article
• Language: English
• Subjects: Adult; Attitudes; Beliefs; Child; Collaboration; Comparative Analysis; Cross Cultural Studies; Cross-Cultural Comparison; Cultural Differences; Educational Policy; Educational Practices; Elementary School Teachers; Emotional Response; Etiology; Female; Foreign Countries; Grade 5; Health Knowledge, Attitudes, Practice; Humans; Hypothesis Testing; Intellectual disabilities; Intervention; Italy - ethnology; Knowledge Level; Learning; Learning Disabilities; Learning Disorders - ethnology; Legislation; Male; Middle Aged; Politics; Questionnaires; School Teachers - psychology; Spain - ethnology; Specialists; Statistical Analysis; Student Needs; Students; Students with disabilities; Teacher Attitudes; Teacher Role; Teachers; United States - ethnology
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219416678408

In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this study support the hypothesis that, in general, teachers in these areas are sufficiently well informed about students with LD and are in favor of policies supporting these students’ needs. However, substantial differences emerge among countries about the etiology of LD; teachers’ and specialists’ roles in managing LD students; intervention planning, inclusion, and compensatory provisions; and the range of emotional attitudes that teachers exhibit. These differences have implications for intervention and suggest that efforts should be made to increase collaboration and promotion of common policies across countries.