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Labelling Revision


Notes from debate

For labelling
- Access to funding for schools for extra resources
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May miss intervention if not labelled

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Creates an understanding for those with impairments

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Differentiates between impairments

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Facilitate communication between professionals

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Labelling is first step to help/intervention

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Make others more tolerant of behaviour



Against Labelling
- Stigma in jobs
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Self-fulfilling prophecy (learned helplessness)

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Stigma of being excluded

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TA and separation limits social development

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Problems with diagnosis
o Wrong diagnosis can be worse than no diagnosis

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Labels too broad so unhelpful

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Often focus on what is wrong with child

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Parents/teachers make excuses and don’t push

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Resources used on labelling could be used for intervention
o SLT’s don’t need diagnosis, just treat the behaviour

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Individual differences within labels
o Generic intervention for dyslexia may not work for all

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Labelling allows ‘off the shelf’ interventions



Extra reading- labels in education helpful? - Lauchlan, 2007
1
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g
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Labelling leads to awareness and promotes understanding of particular difficulties
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More awareness to general public e
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dyslexia, ADHD and Aspergers

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Increased knowledge= more understanding of behaviour in classroom (Gross 1994)

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Stigmatism can occur without labelling and can come before labelling (Reddick 2000)
o Children in her study were bullied before label for poor spelling

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Labels stick with people for life and define people even when they prove label wrong

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Labels lead to social exclusion (Sutcliffe 1993)


3
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Labels provide comfort to children and families by explaining their difficulties
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Families comforted by reassurance of a diagnosis (Gillman 2000)

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Explanation can relieve stress and ambiguity of the unknown

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Label reduces anxiety in parents, teacher and child- not inexplicable (Archer 1996)

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Interviewed labelled children who preferred it- explained behaviour (Reddick 2000)

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Focus on the deficit within the child
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Labels provide people with a social identity and sense of belonging to a group

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Label can provide a group identity for SEN
o Children with SEN generally have a negative social experience (Finlay 1998)

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Labelling can result in teasing from peers and negative attitudes

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Labelling can result in negative self-concept and self-esteem

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Children at SEN lie about school background to deal with prejudice (Jones 1972)



Conclusion
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Labelling protects rights of pupils by ensuring they have access to resources

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Meeting individual needs is a necessity but labelling can overlook this

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If children don’t have label, why shouldn’t they get same resources as children with
same difficulties

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Over reliance on labels needs to be reduced

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Labels provide supportive resources and educational functions
o But massive impacts of bullying, stigma and limiting opportunities

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Giving parent and child option to accept or reject label after diagnosis

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Teachers in SEN to create an ethical framework to deal with issues associated with
labels in the classroom





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