One hundred ninety-seven teachers of gifted children read a descriptive vignette of a hypothetical gifted student. Vignettes described a hypothetical gifted student labeled either learning disabled or nonhandicapped and from a low, middle, or high socioeconomic status background. Subjects rated their willingness to refer the described student for possible placement in a gifted program after reading the description. Results indicated that teachers of gifted children were significantly influenced by the presence of the educational label LD and the social class of the student.
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