The Effect of the Learning Disability Label on Classroom Teachers' Ability Objectively to Observe and Interpret Child Behaviors

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Abstract
The effect of teacher expectations on the school performance of children has been a topic of much interest and research. Recent findings have demonstrated that for certain children, school failure may be directly related to the expectations that their teachers hold for them. Jacobs' study suggests that when the label of “learning disability” is given to a child, it can affect the ability of classroom teachers to observe and interpret child behaviors objectively. This study has obvious implications for the practice of labeling youngsters through the I.E.P. process. It also supports the development of a funding system that permits the delivery of special services to children without labeling or classifying them.