ABSTRACT Research has shown that the attitudes of teachers towards pupils can influence their academic and social behaviour. In the context of special education needs (SEN), the same processes likely apply, and there is evidence that teachers’ attitudes influence the success of inclusive initiatives. While the literature on attitudes to pupils with SEN is limited, there is also a heavy reliance on self-reported methodologies that are susceptible to presentation bias. Across two studies, the current research employed the Implicit Relational Assessment Procedure (IRAP) to measure the implicit attitudes of teachers in training (N = 20), primary school teachers (N = 20), and post-primary teachers (N = 20) and a group of controls (N = 20) towards pupils with Emotional and Behavioural Difficulties (EBD), versus the implicit attitudes of primary school teachers (N = 20) and post-primary teachers (N = 20) towards typically-developing pupils. Results indicated that teachers possessed greater negative implicit and explicit attitudes towards pupils with EBD, when compared to typically-developing pupils.

中文翻译：

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对 EBD 学生的态度：一种隐性方法

摘要 研究表明，教师对学生的态度会影响他们的学业和社会行为。在特殊教育需求 (SEN) 的背景下，同样的过程可能适用，并且有证据表明教师的态度会影响包容性举措的成功。虽然关于对有特殊教育需要的学生的态度的文献有限，但也严重依赖容易受到陈述偏见影响的自我报告方法。在两项研究中，当前的研究采用内隐关系评估程序 (IRAP) 来衡量教师在培训中的内隐态度 (N = 20)、小学教师 (N = 20) 和小学教师 (N = 20)以及一组针对情绪和行为困难 (EBD) 学生的对照 (N = 20)，与小学教师（N = 20）和小学教师（N = 20）对典型发展学生的内隐态度进行对比。结果表明，与正常发展的学生相比，教师对患有 EBD 的学生具有更大的负面内隐和外显态度。