Expectations of Failure: A Review of International Perspectives on Teachers and Learning Disabilities

Abstract

It is estimated that learning disabilities affect up to 10% of children across the world (Butterworth & Kovas, 2013). Due to the prevalence of this disability and the scope of different types of learning disabilities, it is likely that teachers will encounter a wide range of children with learning disabilities during their teaching careers. This literature review examined teacher roles in and attitudes toward the identification, inclusion, and attribution of students with learning disabilities. A systematic search across three databases (e.g., ERIC, PsycInfo, Childhood Development & Adolescent Studies) of studies published between 2000 and 2020, using search terms related to learning disabilities, teachers, teachers’ perceptions, and inclusion of students with learning disabilities produced 23 articles focused across eight countries. Findings indicated that teachers attributed the failures of students with learning disabilities to the disability, provided more positive feedback and empathy to these students, and that teachers were likely to have a pessimistic outlook on the future successes of students with learning disabilities. Our global comparison revealed that identification of learning disabilities, as well as inclusion of students with learning disabilities, varied across the world indicating geographic location may influence treatment of learning disabilities. Future research should further examine ways to alter teacher perceptions on present and future outcomes of students with learning disabilities.