Differences in Teacher Perceptions and Student Self-Perceptions for Learning Disabled and Nonhandicapped Learners in Regular and Special Education Settings

Abstract

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nonhandicapped students and their teachers, 18 learning-disabled-resource room students and their regular class teachers, 25 learning-disabled-resource room students and their resource room teachers, and 33 learning-disabled-special day class students and their teachers. Data were analyzed with repeated measure analyses of variance to investigate differences between student and teacher ratings for each group on each of the rating factors: academic, social, behavior, and anxiety. The pattern of results varied according to which teacher and students were considered, which setting was being analyzed, and which aspect of self-and teacher perceptions was being rated.