Labeling Essay Example

  • Category:
  • Document type:
  • Level:
  • Page:
  • Words:


A lot of focus is being given to diagnostic labelling of children with social and learning challenges. Diagnostic tags guard children against self-blame and help deflate accusations of laziness from peers, educators, and parents (Gabel & Danforth, 2008). In this case, everybody including the child becomes aware of the reading difficulties that the child is facing, and therefore tones down the accusations or bullying (Gabel & Danforth, 2008). However, teachers should do their best to ensure that labelled children are treated fairly in schools.

Labelling children with special needs can have varied academic outcomes. In my case, the child’s dyslexia affected his learning. I noted that the labelling of children with reading difficulties affected their academic performance, as most of them develop a tendency to blame their poor grades on their condition. The child was aware that his condition impaired his reading, writing, spelling, and comprehension. Most times he blamed poor grades on his condition. He also complained that some of his classmates felt he was not smart enough to be their friends. Mueller, Fuermaier, Koerts & Tucha (2012) note that diagnostic label changes the reputation of a person and modifies how other people handle them. These challenges affected the learner’s performance due to self-blame.

Moreover, the teachers were flexible in alleviating the child’s problem by making him feel comfortable and enabling him to develop self-esteem. The teachers did not only focus on the child’s areas of difficulty, but also on his specific areas of strength such as oral skills. Besides, they tried in the best way possible to find a method that suits the learner such as taking extra hours to teach how to spell and write. The diagnostic tags allow children to attribute their problems to the diagnosis instead of heaping the blame on themselves (Jensen, 2012).

Labelling is a double-edged sword when it comes to inclusion. It allowed the teachers to be aware of the child’s condition but also led to stigmatisation from his peers. The teachers created awareness of the child’s condition among his peers to reduce bullying and stigmatisation. According to Norwich (2014), schools can only be inclusive when there is better staff training and reduced bullying in schools. There should be effective policy responses to inclusion and proper training of teachers who handle children with special needs (Lawson, Boyask & Waite, 2013). Better staff training and reduced bullying can lead to better academic outcomes.


Gabel, S., & Danforth, S. (2008). Disability & the politics of education: An international reader. Vienna: Peter Lang.

Jensen, P. (2012). Making the system work for your child with ADHD. New York: Guilford Press.

Lawson, H., Boyask, R., & Waite, S. (2013). Construction of difference and diversity within policy and practice in England. Cambridge Journal of Education, 43(1), 107-122.

Mueller, A. K., Fuermaier, A. B., Koerts, J., & Tucha, L. (2012). Stigma in attention deficit hyperactivity disorder. ADHD Attention Deficit and Hyperactivity Disorders, 4, 101-114.

Norwich, B. (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education, 44(4), 495-510.