Teachers’ Stereotypes and Attitudes Predict Communication Accommodation with Students with Learning Disabilities

Teachers’ stereotypes, attitudes, and emotions toward students with specific learning disabilities (SLD) predict communication accommodation in classrooms. Across two surveys (N_total = 423), positive attitudes, emotions, and stereotypes were linked to greater conversational convergence, whereas negative attitudes, emotions and stereotypes predicted divergence. These social-cognitive mechanisms underline inclusive teacher–student interactions.