“Labelling is the ‘old chestnut’ of human taxonomy; The need to slot people, events and things into various categories seems to have been around since time immemorial (Boyle, 2013, p 2)”. The natural human reaction to create order out of disorder is innately impartial, but it can be taken to extremes in which negative consequences arise. “A label is a name or phrase assigned to individuals who share common features and characteristics (Gargiulo, 2015, p. 10)”. Examples of labeling student are the following: “unmotivated”, “slow learning”, “behavior problem”, and “gifted”. Properly labeling students can have positive implications on the student in various ways. Labeling students with disabilities can create opportunities and recourses that exclusive to the group which is categorized. Public Law 108, 446 is an example of labeling as it labels 13 different disability categories. (Gargiulo, 2015, p. 10); Resources include the Individualized Education Plans (IEP), which organizes a plan for the student to receive specialized instruction, accommodations, and other services. Another positive aspect of labeling students is that qualifies students to get services, such as special education, which assist the student to …show more content…
The use of labeling students is instrumental in identifying students, child find, which require extra resources or needs. Government services specially focused on certain labels enable funding and resources to be channeled to the people with the labels. Labeling also extends to the medical sphere; labeling the student’s medical diagnoses help the educator be aware of the student’s needs and can help provide tailor made education plans, or IEPS. Educators need to prepare students to face and overcome labels, categories, stereotypes, and worse that are presented in the real
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
Kathie Snow mentions that a “problem” reflects a need (2010, P. 2). For instance, instead of saying a person who suffers from cerebral palsy, we should say, a person with cerebral palsy. Also, rather than calling someone mentally retarded, we can say, someone with an intellectual disability. It is degrading when we label people. We must focus on the individuals first.
1. Describe at least three ways that educators characterize their students' abilities and needs? The first way teachers characterize their students abilities is by labeling them. Throughout Carger's book we see this, both in Alejandro and in Alejandro's sister Alicia who was called "At risk," limited English proficient," "learning disabled," and Linguistically delayed"(p. 54) Labeling is something we in American have to do, it's just our nature. However, labeling can be dangerous because it can be a stigma that they have to live with for the rest of their lives, also I think it gives the child an excuse to fail. They can just say well, I'm dropping out because I'm learning disabled.
Culturally and socioeconomic diverse students already have to overcome one stigma, but when they are placed in special education, they find their selves struggling to overcome another. If they need the support of specialized education then the eventual outcome is more beneficial than the label. One the other hand, when students are placed in special education services they do not need i...
An IEP, Individualized Education Plan, is the entire plan for an individual student that is going to have any special education services. The plan includes details like short-term and long-term goals, levels of achievement, transition services, assessments, and steps in order to achieve the specific goals that have been determined. The importance of an IEP for a student with a disability is that they are individualized based upon the student’s needs, based upon the work and meeting between parents, educators, skills trainers and more. It is crucial and federally required that that an IEP be reviewed in a metting annually i...
Once we understand why we act in labeling people, we can work on eliminating the habit of labeling others. We can overcome it by promoting absolute approval, sympathy, and consideration. We can learn to observe and experience the world without judgment. We can remain detached from expectations and demands. We can learn to accept people as they are and will not cause them unnecessary pain.
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
Once we label someone we will naturally view that person differently and in turn treat them worse.
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Such support systems can create a secure place where students can voice out their experiences, develop self-advocacy skills, and simply access the resources to navigate the challenges they face. 6. What is the difference between a'smart' and a'smart'? Targeted interventions: Formulate tailored interventions exclusively aimed at addressing the peculiar situations and issues that students sharing minority status, such as Maria, frequently experience. Therefore, these interventions should take into account how identities are interconnected and provide individualized support, together with the appropriate strategies, to address the multiplied impact of stereotype threat.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
...e due to lack of empirical support and a conservative political climate (www.mpcc.cc.ne.us). Becker (1963) believes the future of labelling lies in the widespread empirical study of deviance and the various kinds of deviance.
The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).