Labeling Theory as Applied to Learning Disabilities: Survey Findings and Policy Suggestions

Publisher Website
Google Scholar
Abstract
Using labeling theory as a means of devising questions and assisting in data interpretation, a general survey was conducted of special education teachers, school officials, and parents of learning disabled students within a large school district in order to determine their perceptions about learning disabilities. The findings suggested that labelers attach multiple and sometimes conflicting meanings to the concept of "learning disabled"; that both formal and informal criteria are employed by labelers; that the backgrounds, work duties, and interests of labelers apparently influence their decisions; that labelers report varying degrees of power to affix the label; and that official labelers themselves are aware of problems surrounding their labeling. Numerous administative policies are also presented that might make the examined learning disability program more humane and effective.

This publication has 0 references indexed in Scilit: