Australian Journal of Learning Disabilities

AbstractThis paper describes the use of low stakes Rasch analysis to examine the fi ndings of a 2004 survey focused on secondary teachers’ attitudes and understanding of students with learning diffi culties. The responses of 280 secondary teachers from across Queensland have been interpreted in complementary ways. Two sets of quantitative data were subjected to analysis using the Rasch model for rating scale data (Andrich, 1988; Bond & Fox, 2001). Attitudinal data was collected by Likert scale responses while data obtained from statements about student characteristics was analysed for understanding. These results were linked to demographic indicators and to qualitative data of selected teacher groups. This exploratory study revealed a uniformity of teacher attitude and understanding regardless of demographic indicator. This has signifi cant implications for teacher educators, pedagogy, school organisation and culture as well as for the large numbers of students with learning diffi culties enrolled in secondary schools.Correspondence: Julie Watson, PO Box 294, Tully Qld 4854. Email: educationaction@bigpond.com.ISSN 1324-8928©2007 Learning Diffi culties AustraliaPublished by Learning Diffi culties Australia