Early labeling of children
- 1 October 1983
- journal article
- research article
- Published by SAGE Publications in Topics in Early Childhood Special Education
- Vol. 3 (3) , 1-6
- https://doi.org/10.1177/027112148300300303
Abstract
The issue of labeling young children identified as at risk for academic failure is explored in this article. The author, while strongly supporting early identification and treatment efforts, discusses limitations of using both the generic label “at risk” and the specific categorical label “learning disability” with such children. An orientation to assessment which yields information pertaining to abilities, skills, and knowledge directly related to later academic functioning is recommended. Such assessment is conducted for the purpose of delineating specific strengths and concerns in preacademic behaviors rather than to classify children using diagnostic labels.Keywords
This publication has 8 references indexed in Scilit:
- Learning DisabilitiesJournal of Learning Disabilities, 1983
- Defining Learning DisabilitiesJournal of Learning Disabilities, 1983
- Learning Disabled, Birth to Three: Fact or Artifact?Journal of the Division for Early Childhood, 1982
- A New Definition of Learning DisabilitiesLearning Disability Quarterly, 1981
- Early IDAcademic Therapy, 1977
- Teacher Expectancies and the Label “Learning Disabilities”Journal of Learning Disabilities, 1976
- Early Detection of Learning Problems: Questions, Cautions, and GuidelinesExceptional Children, 1973
- Teachers' Expectancies: Determinants of Pupils' IQ GainsPsychological Reports, 1966