Labelling in special education: Where do the benefits lie?
This chapter addresses the issue of labelling in special education and considers whether it is necessary and to whom it may benefit within the school system. Does a child and eventually an adult gain from being labelled as ‘autistic’ or maybe as ‘oppositionally defiant’, and being placed in specialist provision? Or is this detrimental to a person’s character which affects their personality throughout their lifetime. Many education authorities provide specialist support based on labelling and the report of a professional such as the school psychologist. A balanced argument provides a thoughtful discussion on the uses and abuses of labels in special education.
This is an Accepted Manuscript of a book chapter published by Routledge in The Routledge International Companion to Educational Psychology. 13 May 2014, available online https://www.routledge.com/The-Routledge-International-Companion-to-Educational-Psychology/Holliman/p/book/9780415675604
In: The Routledge International Companion to Educational Psychology. 213-221. Routledge, London 13 May 2014
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