|||IntroductionAttitudes towards students enrolled in special education are distressing and the labels that are placed on these students are appalling and wrong. Labeling affects the perception of these exceptional children. A lack of data appears in the effects of labels on teachers, adults, children and high school students. Observations and research techniques are used to conclude that labeling is presented and determined incorrectly. Labeling in schools has brought bullying and uneducated information to many people, especially those on the special education spectrum. Misdiagnosis and confusion regarding disability create problems in ideas of inclusion and exclusion. Special education is more than a label. Labeling gives a definition to something, and sometimes a bad definition. Labeling a person with special needs with a slang term such as “retarded” without having a real understanding of their disability is not only hurtful and humiliating, but also immoral. All students must be in a classroom, together. Everyone deserves an education, regardless of their disability and label. We all have a label, but it is not always correct. Many are not educated enough to label something outside of the medical definition. “Special education has meant labeling students since federal law first established a mandate in 1975” (Adkins, 1990). This law requires schools to identify – and label – children with special needs. However, this law does not protect children from being bullied or being “shunned” by their peers. The main reasons for parting ways with such programs revolve around the dangers of labeling. There are 4 most common labels. Learning disabilities, speech/language disorders, m...... middle of paper ......w to react to it and how it can be confused with other disabilities. Lieberman, L. (1980). The implications of non-categorical special education. Journal of Learning Disabilities, 13(2), 14-17. This article discusses the implications of not including special education in the classroom and how this affects labeling theory. Combs, R. and Harper, J. (1967). Effects of labels on educators' attitudes toward children with disabilities. Exceptional Children, 2 (February), 399-404. This article focuses on attitudes and misinterpretations of labels related to special education. Frederickson, N. (2010). Intimidation or friendship? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-11. This article provides perspectives on students' interactions with children with disabilities in the classroom and how this affects their learning environment..

Essay / |||IntroductionAttitudes towards students enrolled in special education are distressing and the labels that are placed on these students are appalling and wrong. Labeling affects the perception of these exceptional children. A lack of data appears in the effects of labels on teachers, adults, children and high school students. Observations and research techniques are used to conclude that labeling is presented and determined incorrectly. Labeling in schools has brought bullying and uneducated information to many people, especially those on the special education spectrum. Misdiagnosis and confusion regarding disability create problems in ideas of inclusion and exclusion. Special education is more than a label. Labeling gives a definition to something, and sometimes a bad definition. Labeling a person with special needs with a slang term such as “retarded” without having a real understanding of their disability is not only hurtful and humiliating, but also immoral. All students must be in a classroom, together. Everyone deserves an education, regardless of their disability and label. We all have a label, but it is not always correct. Many are not educated enough to label something outside of the medical definition. “Special education has meant labeling students since federal law first established a mandate in 1975” (Adkins, 1990). This law requires schools to identify – and label – children with special needs. However, this law does not protect children from being bullied or being “shunned” by their peers. The main reasons for parting ways with such programs revolve around the dangers of labeling. There are 4 most common labels. Learning disabilities, speech/language disorders, m...... middle of paper ......w to react to it and how it can be confused with other disabilities. Lieberman, L. (1980). The implications of non-categorical special education. Journal of Learning Disabilities, 13(2), 14-17. This article discusses the implications of not including special education in the classroom and how this affects labeling theory. Combs, R. and Harper, J. (1967). Effects of labels on educators' attitudes toward children with disabilities. Exceptional Children, 2 (February), 399-404. This article focuses on attitudes and misinterpretations of labels related to special education. Frederickson, N. (2010). Intimidation or friendship? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-11. This article provides perspectives on students' interactions with children with disabilities in the classroom and how this affects their learning environment..

Navigation

« Prev 1 2 3 4 5 Next »

Get In Touch