Teacher perceptions of learning disabled (LD) pupils and a ma tched non-LD group were predicted based on child variance and personality variables. Teachers' perceptions of LD pupils were not related either to achievement or to verbal IQ. A four- variable model including three self-concept subscales and a locus of control subscale predicted variance in teachability of LD pupils yielding an R2 of .50. The results suggest that teachers are using a different, relatively lenient standard of judgment when assessing the teachability of LD students. Implications for treatment and evaluation of mainstream placements are discussed.
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