Abstract
An investigation was carried out to test the hypothesis, derived from recent research findings and personal experience, that teachers’ perceptions of children are strongly influenced by deficit concepts. Previous research in this area has been based on teacher's spoken comments. The present study focussed on teacher's written observations in formal reports, as well as their spoken comments, with respect to a group of children with learning difficulties. The results lent clear support to the hypothesis and the findings are discussed in terms of teaching arrangements, the format of record forms and teacher‐training.
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