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Is AIDS a biasing factor in teacher judgment?

D W Walker, M B Hulecki

    Exceptional Children
    |January 1, 1989
    PubMed
    Summary
    This summary is machine-generated.

    Teachers

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    Area of Science:

    • Educational Psychology
    • Special Education
    • Public Health

    Background:

    • Teacher perceptions influence special education placement decisions.
    • Understanding potential biases in educational settings is crucial for equitable student support.

    Purpose of the Study:

    • To investigate whether knowledge of a student’s Acquired Immune Deficiency Syndrome (AIDS) diagnosis impacts regular-education teachers' judgments on special education placement.
    • To determine if AIDS status acts as a biasing factor in these professional evaluations.

    Main Methods:

    • A quasi-experimental design was employed, involving third-grade regular-education teachers in Indiana.
    • Teachers received one of two identical psychological reports, differing only in the student’s diagnosis (AIDS vs. rheumatic fever).

    Related Experiment Videos

  • Teacher judgments regarding special education services were then analyzed.

    • Main Results:

    • The study found no statistically significant difference in teacher judgments based on the student's diagnosis.
    • Knowledge of a student having Acquired Immune Deficiency Syndrome (AIDS) did not appear to bias teachers' recommendations for special education placement.

    Conclusions:

    • Regular-education teachers' judgments regarding special education placement were not demonstrably influenced by a student's diagnosis of Acquired Immune Deficiency Syndrome (AIDS).
    • This suggests that, in this specific context, teachers evaluated students based on presented information rather than a diagnosis of AIDS.