By: Kimberly Rehbaum
The process of labeling is currently one of the most controversial topics in the field of special education. Should students be labeled with such disabilities as autism, ADHD, IDD, and EBD? According to the Individuals with Disabilities Education Act (IDEA), in order to receive public government funding for special education, students must have a label. Some educators believe these labels have more disadvantages than benefits, but I am led to believe that labeling leads to accommodations that will enable students to succeed in academics and understand their specific abilities.
One of the main reasons for complaint is that with a label comes a negative connotation leading to low self-esteem. Some people believe that students with learning disabilities tend to look at their disability as an excuse for poor grades. They know they are disabled and as a result, they put minimum effort into classes that seem difficult to them. This becomes a self-fulfilling prophecy. In essence, the students cease being individuals and become a label.
Rather than waiting to see students’ strengths and weaknesses, some educators may categorize them based on their labels. As a result, they expect that the students will automatically struggle in school and other areas of life. Oswalt (2008) supported this idea in her article Criticisms of Disability Labeling: “The use of such labels may also inadvertently push well-meaning families and teachers to lower their expectations of a child once labeled with a disability” (p. 1).
One last disadvantage of labeling may be the mislabeling of students. Students who are slow to mature or to develop cognitively as young children may need special intervention in order to catch up with their peers. Unfortunately, cognitive delays may be misinterpreted and labeled as disorders. If the labels are not removed while the children are still young, they may grow up believing that they are disabled and therefore may not reach their full academic potential.
Understandably, for these reasons many parents and educators are opposed to the process of labeling, but without the labels, the students will still have the disabilities and will need the same accommodations and specialized education. Kauffman (2010) compared the negative connotation of labels to the unfavorable associations surrounding the word cancer: “The stigma of cancer has abated because people were encouraged to confront it for what it is, treat it, and prevent it” (p. 196). Educators can help students become aware of their disabilities by offering classes such as social skills and study skills.
A second factor of labeling benefits both the labeled individual and peers. Rather than being called disabled, the labels show them they are differently-abled. The labels help students understand themselves and who they are. The label is not saying, “You cannot succeed.” It is saying, “There is a different way for you to succeed.” In the same way, these labels can help peers understand their classmates with disabilities. In fact, Oswalt (2008) asserted, “Sometimes children will be more comfortable and more welcoming to a child with disabilities when they can learn about and understand what makes their peer differently-abled. Thus, labels help children to comfortably talk about how they are different from each other, and how they are the same” (p. 1).
A more obvious benefit of labeling is that labels allow the students to be educated by teachers who are specially licensed and trained to teach students with specific disabilities. Special education teachers like Lewandowski have taken classes in writing individualized education plans (IEPs) that fit the needs of each child. Lewandowski believed that this is one of the most positive aspects of labeling. These IEPs contain specific goals for each individual’s education. The special education teachers keep track of these goals and keep a record of their students’ progress. They have also studied the characteristics of the disabilities and know the special accommodations required for each one of their students. When questions do arise about the various disabilities, these teachers know other people within the same discipline that can help them answer their questions.
Whether or not the WELS adopts a labeling system in Lutheran elementary schools, one thing is certain: Each student is a chosen child of God, specially formed and molded individually by our perfect Creator and bought with the blood of Christ. With this comes a unique set of challenges and abilities. As ministers of the gospel, “let us consider how we may spur one another on toward love and good deeds” (Hebrews 10:24). In order to carry out our ministry to all people, Martin Luther College now has a special education program to prepare teachers who understand the uses of labeling. Soon these teachers will be qualified to instruct students with numerous disabilities. Christ’s love compels us to teach our students both academics and the truths of God’s Word in the most appropriate way possible. Therefore, it is imperative that we consider various options of assessment as we faithfully carry out our calling.
Kimberly Rehbaum is a junior in the undergraduate program of Martin Luther College, double-majoring in Early Childhood Education and Special Education.
References
Heward, W. (2006). Exceptional Children: An Introduction to Special Education (Eighth ed., pp. 13-16). Merrill: Pearson Education.
Kaufman, W.L. (2010) Labeling and Eligibility for Special Education, Retrieved from http://www.education.com/reference/article/labeling-eligibility-special-education/
Oswalt, A. (2008). Criticisms of Disability Labeling. Retrieved from http://www.sevencounties.org/poc/view_doc.php?type=doc&id=36216&cn=1275
Thanks Kim,
Great article (yes, she is a former student of mine) Kim! I have found through my 26 years of WELS ministry that a label can be an advantage. It allows the parent, teacher, and school learn how to best teach each individual child. A label can show parents that the WELS school cares about the individual needs of each child–and include them in our ministry and not just push them to the public school. Finally, the lesson of Christian love for classmates is huge. Just as Christ loved all and died for the sins of all people, so to can the WELS school community show love, concern, and assistance for all members of the school no matter what their special abilities are.
God bless your ministry preparations Kim!!
I have had experience with labeling of students as both a parent and a teacher. After years of not really knowing what was going on with my son, he received a diagnosis of Asperger Syndrome, ADHD, obsessive/compulsive tendencies, and a non-verbal processing disorder. That allowed my son to receive some specialized services from the public school while continuing to attend Lutheran grade school and later services followed him when he attended Lutheran high school. Diagnosis was a blessing for our family. There is no doubt in my mind that my son would not be the successful adult he is today without things put into place to have him learn in the best way. As a teacher, I have had students with a variety of learning needs in my classroom. Knowing what those needs are helps me to reach every student in the best possible way.
Thank you for discerning the pros and cons of labeling students.
As a principal, I believe our WELS schools should pursue every available resource that will/could be a benefit to a child with a disability. If that means having the child tested, I believe that we should encourage the parents to have the testing done.
If a child is found to have a learning difficulty, does that mean the child has to be aware of the title? I find that the child, in most cases, does not need to know or care to know. The label could be very important for the parents and teacher who work with the child on a regular basis. In our Christian schools, I am not overly concerned that a teacher would treat the child in any way other than as a child of God.
One aspect of labeling students concerns me. I have found that students with certain label will need attention and care that our school cannot provide. I am curious to know when a principal encourages the parents to send the child to a public school where appropriate resources can be applied. Does the label automatically trigger the transfer of that student? Does the presence of the Word of God in our classrooms always mean retention of labeled students?
So, I encourage our WELS schools to encourage parents to find out if there child has a learning disability, but do not necessarily share the label with the child. Then determine what resources the child will need and whether the need(s) outweighs the ability for us to share the Word of God with that child. All this with the understanding that we are always going to assist parents in the decision making process.