The purpose of this study was to assess the impact of information commonly disseminated by consultants on teacher expectations for mainstreamed LD students. After receiving varying combinations of positive and negative communications in the areas of reading achievement, classroom behavior and learning style, subjects completed the Regular Educator Expectancy Scale-Revised — an instrument developed to measure four areas of mainstreaming (Instruction, Effects on Others, Effects on the Child, and Behavior Management Strategies). Results indicated that teachers were differentially influenced according to the type of information received. Implications for the LD consultant are discussed.
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