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Effects of Labeling: Teacher Perceptions and Attitudes - Dissertation Example

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Effects of Labeling: Teacher Perceptions and Attitudes Name Lecturer Date Introduction By the year 2014, all students, with and without disabilities, must be grade level proficient as mandated by the No Child Left Behind Act 2001 (NCLB). In accordance with the Individuals with Disabilities Education Act of 1997 (IDEA), all students with special needs are allowed a free and appropriate public education (F.A.P.E.) and the right to be educated in the general curriculum with non disabled peers to the maximum extent appropriate (Bolina, 2007)…
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Download file to see previous pages Students with special needs have the problems associated with disabilities to overcome in addition to the social stigma that is attached to being labeled disabled (Trohanis, 2008). Labeling students with disabilities may also result into a broad spectrum of concerns and issues. Labeling disabled students may lead to isolation of such students (Leaf et al., 2011). The connection between self-esteem and social pressures for a disabled individual, is essential to determine how labeling and school trauma is associated with their disabilities impacts social adaptation and self esteem for a disabled person Bolina, 2007). In spite of the negative impacts of labeling, many educators still still label students with disabilities for a variety of reasons (Bolina, 2007). Categories of special needs continue to be used mostly because the advantages of doing so outweigh the disadvantages. Labeling disabled students may allow teachers to generalize the promotion of academic and social development of students in a certain category (Peiro & Lunt, 2002). Labeling students with disabilities is however necessary for developing an individualized educational plan (IED) to ensure their right to a free and appropriate education; yet labeling students results into students being treated like objects instead of a unique individual (Tohanis, 2008). Students with disabilities have low self image and esteem resulting into dismal performance compared to those without disabilities (Broderick, Mehta-Parekh and Reid, 2005). Therefore we need to research on social and academic relationship among students with disabilities labeled by teachers and those students without disabilities, and how teachers are dealing with this problem through their teaching styles in order to meet the academic and social demands of the students (Anderson et al., 2009). If the proposed study is not considered, then the labeled disabled students may experience dismal performance academically as well as poor social relationship with other students. Problem Statement The problem exists due to the negativity associated with the exceptional labels on students with disabilities (Anderson, Munk, Young, Conley, & Caldarella, 2009). These labels lead to poor sociological problems. As mentioned earlier, labeling students with disabilities may lead to negative performance among the students. In fact given for identification and funding purposes, labels cause some teachers to have preconceived ideas of levels of performance (Anderson et al., 2009). According to the National Association of School Psychologists (2002), "labeling is frequently associated with stigmatizing, isolating and stereotyping individuals with learning, behavioral or physical differences; labeling appears unrelated to instructional needs and current systems of classification are unreliable" (p.1). Regardless of the extent of services, some teachers assume students with special needs function at a lower level and require specialized instruction beyond their capabilities in the general education classes, which could lead to earlier school dropout, higher absenteeism, poor performance and sometimes criminal records of students who are ...Download file to see next pagesRead More
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