Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as ‘learning disabled’ in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education.

中文翻译：

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“学习障碍”标签对教师绩效期望的影响——对包容性的态度问题？

教师的期望影响学生的学习成果。研究表明，当有学习问题的学生被贴上“学习障碍”（LD）诊断标签时，教师会降低对这些学生的表现期望。我们的研究旨在调查这些影响是否可以在氮= 429 名特殊和普通教育教师。我们还调查了对包容性的积极内隐和外显态度是否减轻了 LD 标签对教师绩效期望的负面影响。教师被随机分配到实验组（n= 214）或对照组（n= 215）。两组学生都阅读了对一名存在学习问题的虚构学生的相同描述。此外，该学生仅在实验组中被标记为“学习障碍”。结果显示，教师的预期毕业水平和学校课程推荐受到 LD 标签的负面影响。这也导致了更常见的假设，即该学生患有 LD。无论 LD 标签如何，特殊教育教师的绩效预期都低于普通教育教师。对包容性的积极内隐态度降低了教师认为被贴上标签的学生有学习障碍的可能性。这些发现是在残疾标签和包容性教育的国际研究背景下得出的。