Abstract
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.
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Haynes, C., Hook, P., Macaruso, P. et al. Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan. Annals of Dyslexia 50, 213–238 (2000). https://doi.org/10.1007/s11881-000-0023-5
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DOI: https://doi.org/10.1007/s11881-000-0023-5