ABSTRACT

Students with special educational needs (SEN) are at risk of lower teacher expectations due to disability-related negative labelling effects. In most educational systems, students with SEN receive measures such as accommodations (adjustments of the learning/assessment conditions), curriculum modifications (adjustments of the learning objectives), or additional support from special education teachers to support inclusion in regular school. Here, we examine whether the receipt of such measures, even in the absence of a formally assessed SEN or disability diagnosis, is sufficient to evoke negative labelling effects. Using data from 110 lower secondary school classes in Switzerland, we show that students with reduced learning objectives or individual support by a special education teacher get systematically underestimated by their teachers regarding their cognitive abilities, although this is not the case for students receiving accommodations. These findings provide important implications for the application of such measures and the prevention of educational inequalities.

摘要

由于残疾相关的负面标签效应，有特殊教育需求 (SEN) 的学生面临教师期望值降低的风险。在大多数教育系统中，有 SEN 的学生会得到一些措施，例如调整（学习/评估条件的调整）、课程修改（学习目标的调整），或来自特殊教育教师的额外支持以支持融入正规学校。在这里，我们检查即使没有正式评估的 SEN 或残疾诊断，接受此类措施是否足以引起负面标签效应。使用来自瑞士 110 个初中班级的数据，我们表明，学习目标降低或特殊教育教师个人支持的学生会被教师系统地低估他们的认知能力，尽管接受住宿的学生并非如此。这些发现对此类措施的应用和教育不平等的预防具有重要意义。