The Effects of Facial Disfigurement on Teachers' Perception of Ability in Cleft Palate Children

Abstract

This investigation examined the relationship between facial appearance in cleft children and the accuracy of tear/1675' ratings of intellectual ability. The cleft children, aged nine through 14, were divided into two groups on the basis of independent ratings of facial appearance. The two groups did not differ on intellectual, behavior, or achievement data. However, the results of the classroom teachers' estimates of intellectual functioning suggest that teachers rate the intellectual ability of cleft children with more noticeable facial disfigurement less accurately than cleft children with relatively normal facial appearance. Within the group of cleft children with more noticeable facial disfigurement, teachers underestimated the ability of brighter children and overestimated the ability of less bright children.