Abstract

Teachers play a key role in facilitating the adaptation processes of students with Learning Disabilities (LD) and promoting the use of Compensatory Tools (CT) and Dispensatory Measures (DM). The aim of the present research is to investigate teachers’ knowledge, beliefs, emotions and behaviours about LD, to explore the relationship between these variables and the use of CT and DM and to outline eventual differences between primary and secondary school teachers. Principals results show good preparation of teachers, with a higher level of preparation among primary school teachers than secondary ones. Knowledge about LD predicts the use of CT and beliefs on LD predict the use of MD in both primary and secondary schools.