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Running head: UNDERSTANDING LOW EXPECTATIONS
Understanding low expectations of the special education teachers for their students
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UNDERSTANDING LOW EXPECTATIONS
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UNDERSTANDING LOW EXPECTATIONS OF THE SPECIAL EDUCATION TEACHERS
FOR THEIR STUDENTS
Problem Statement
It is believed that many students go to school with high expectations of success (Gartner
& Lipsky, 1987). Many of them enter classrooms with their ambitions and goals high on their
shoulders ready to triumph over any obstacles on their road to success. However, special
education teachers have low expectations for some students, especially those students with
special needs. According to Rotatori & Obiakor (2014), research has revealed that at least 86%
of teachers have low expectation and perception of the potential of students with disabilities to
succeed. This in return affects the students’ desire and determination to achieve their full
potential in life. This continues to be a major problem in the special needs education sector. This
study is aimed at identifying the impact of low expectation of teachers for their students with
disabilities, identifying how teachers can change their lesson plans to suit their special needs
students, and whether is it beneficial to teach the special needs students together with the other
students in the same learning environment.
Separating students in groups according to their abilities is one thing that is common in
many learning institutions in the world, probably due to the ability of every student to respond to
situations differently. According to Tomlinson (as cited in Gilmore & Cuskelly, 2003, p. 46)
“The logic behind separating students by what educators perceive to be their ability is that it
enables teachers to provide students with the kind of instruction they need”. However, low
expectations of the teachers for their special needs students can affect the students in their
classroom and in life negatively. Rotatori & Obiakor (2014) state that at least 86% of teachers
selectively determine what to teach to their students, depending with their abilities. They also
UNDERSTANDING LOW EXPECTATIONS
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determine what exercises or activities the student will engage, which ruins the determination of
special needs students, who might be eager to participate and engage in every activity the other
students undergo. Denying them some activities makes students to think that they are inadequate
in their capacity to perform in the classroom in comparison to their classmates. Therefore, low
expectations can ruin the classroom, leading to poor performance in tests, high rates of
absenteeism, moral decadence, failure to comply to school rules and regulations as well as failure
to complete howmeork and assignments (Ford, 1998).
It is necessary for teachers to make positive assumptions about students and to make sure
that those assumptions are based on consistent data. Thus, it is important to provide a classroom
environment that ensures that even the students with disabilities have a chance to stretch their
skills and show what they know (Ford, 1998). This helps them to discover unknown talents,
abilities and innovative ways of handling things, thus helping them to grow and develop
intellectually as well as physically.
Significance of the study
Innumerable studies have been conducted to explore the characteristics of students with
disabilities and behavioral disorders as well as the views of teachers regarding incorporating
these students in the general education system (Gartner & Lipsky, 1987; Campbell, Gilmore &
Cuskelly, 2003; Rotatori & Obiakor, 2014). However, research has not yet been conducted to
relate teachers’ attitudes towards special needs students and the students’ attitudes towards
themselves. This is a major concern and conducting this research would help instructors to
identify their attitudes towards particular students, which will help them to start exercising
equality when dealing with the students. This would also result in more effective and efficient
inclusion of the students with disabilities in general activities and exercises (Campbell, Gilmore
UNDERSTANDING LOW EXPECTATIONS
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& Cuskelly, 2003). In this light, this study will identify whether it is the special needs students or
teachers that have a low capability attitude, which affects the whole learning process of such
students. As such, this research will be a pace setter, enabling teachers to understand whether it
is their negative attitude or students’ negative attitude that hampers the learning process.
Research Purpose
This study aims to compare the attitudes of the teachers with that of the special needs
students to determine which group has an initial low expectation standards, which affects the
whole learning process, leading to low performance of special needs students. This will
definitely show if different education instructors have varying attitudes toward including learners
with low expectations in their education system. Apart from that, the research will dwelve into
finding out whether it is academically beneficial for students with disabilities to be included in
the general learning seeting. This research is also aimed at examining whether the classroom
differences exhibited by different students is because of the biased expectations on students by
their teachers. The research will also find out how the teachers relate with this students in the
classroom, especially those with diversity and special needs.
Research Questions
The research will focuss on answering 4 questions:
1. Is it academically beneficial for the students with disabilities to be included in general
learning setting?
2. How do teachers adjust their lesson plans to meet the needs of the students with disabilities?
3. How do teachers handle the special needs and the associated abilities and capabilities of
students with disabilities?
UNDERSTANDING LOW EXPECTATIONS
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4. Between teachers and students with disabilities, which group has high prevalence for the low
capability attitude, which affects the achievent of the students with disabilities?
UNDERSTANDING LOW EXPECTATIONS
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References
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers attitudes towards
disability and inclusion. Journal of Intellectual and Developmental
Disability,28(4), 369- 379.
Ford, D. Y. (1998). The Underrepresentation of Minority Students in Gifted Education. The
Journal of Special Education,32(1), 4-14.
Gartner, A., & Lipsky, D. K. (1987). Beyond Special Education: Toward a Quality System for
All Students. Harvard Educational Review,57(4), 367-396.
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in
the transition to kindergarten. Early Childhood Research Quarterly,15(2), 147166.
Rotatori, A. F., & Obiakor, F. E. (2014). Multicultural education for learners with special needs
in the twenty-first century. Charlotte: Information Age Publishing, Inc.
…
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