Explore the Dynamic Interplay Between Teachers’ Expectations and the Academic Performance of Students with Disabilities

Abstract

A large body of research has investigated the relationship between teachers’ expectations and attitudes and students’ academic performance in general education settings. However, only a number of studies address the ways in which teachers’ expectations are associated with the learning and performances of students with special needs. This literature review aims to explore how teachers’ expectations and attitudes are associated with the academic achievement of students with special needs. The articles collected range in date from 2000-2021. The findings from this literature review suggested that teachers’ low expectations, beliefs, and attitudes about students with special needs directly influence their teaching behavior and, ultimately, the students’ academic outcomes