Teacher Perceptions of the Classroom Behaviors of Nominated Handicapped and Nonhandicapped Students in China

Abstract

Research in nations that do not use elaborate labeling systems may be particularly appropriate for studying teacher perceptions of difficult-to-teach students. This study investigated Chinese teachers' perceptions of the classroom behavior of students nominated as learning disabled (NLD), educable mentally retarded (NEMR), average (NA), and gifted (NG) based on the salient defining features commonly used in America to designate labeling categories. Behavioral ratings were obtained for a random sample of 196 nominated students from 27 teachers in two cities. Results indicated that NLD and NEMR students were rated significantly less favorably than NA and NG students; NLD students were rated significantly higher on verbal intelligence, creativity, and curiosity, and as more extroverted than NEMR students. Discriminant analysis yielded 72.19% agreement between original nominations and the classification based on the ratings. The results are compared to published findings of studies conducted in the United States.