Having found a recent university session on the place of labelling in SEND education very fascinating, I wanted to capture my current thoughts on this topic.
Language is built on classification. In order to learn about and understand the world we live in, we must categorise the information that we receive to make sense of it, something that we have been doing since early childhood. Labelling therefore lays the foundations for communication for ourselves and for those around us. It also plays an integral role in our education system.
Historically, diagnoses, or labels, have been used to identify and classify individuals. A label can determine an individual’s value, access and position. This way of labelling reflects the medical model of disability. However, educational focus has now moved towards a model where we as educators explore the ways in which we can create a more inclusive system that is accessible and provides opportunities for all to succeed. With this, we may consider the role of labelling in achieving inclusivity.
Labelling: good or bad?
Somewhat ironically, it is difficult to classify labelling as either a positive or negative process. Rather than thinking in binary terms, it may be more beneficial to consider the quality of the label and the value it may or may not have. This will encourage us to be more considerate of the labels that we use and the impact that they can have on children and their families. It is also important, therefore, to acknowledge that each person may have different experiences and perceptions of their label and so, as always, respecting the wishes of the individual is crucial.
In many instances, acquiring a diagnosis can help people to better understand themselves. With this self-awareness, children may feel more empowered, gaining more control in their own lives. Along with this, teachers are able to acknowledge and understand a child’s learning needs, allowing them to provide tailored support which enhances their development.
However, with labelling can come the associated stigma and stereotyping. Acquiring a label may change the opinions that others hold of an individual, and so for young children, labels may act as a self-fulfilling prophecy. This generalisation can lead to unnecessary intervention and ineffective support. Referring back to the Pygmalion effect in my last post here, children will become what you believe they will become. Along with this, if the label that is given is inaccurate or unnecessary, this can lead to inappropriate intervention and later pushbacks in the child’s education - when giving labels, it is therefore essential that this is understood.
While labels hold some benefits in helping children and those around them to understand the needs that they have, they should not define the learner. Teachers should use the label to acknowledge the child’s needs but must also consider the individuality of the child. A child’s needs are just one aspect of their overall personhood and so placing the child at the centre of learning, in all decision-making, be it in the classroom or school wide through policy-making, must be fundamental to their education.
The importance of teaching training
Less importance is placed on categorising children with specific labels when schools are more equipped (referring to resources and expertise) in understanding the diverse learning needs that many children have, as their pupils will be supported through a learning environment that accommodates all. There are a wide range of diverse needs that teachers have to support within the classroom and so in order to achieve learning outcomes effectively for all pupils, they need to have knowledge of their students' needs.
Initial teacher training plays a part in educating and preparing new teachers in supporting SEND learners in schools, but with the forever updating research and policies on SEND education, it is important for all in the education sector to have access to this knowledge. One way in which this could be achieved is through close partnership with special schools and expert agencies as a way to share expertise and resources so that all children are given the best opportunities to prosper in their learning.
When considering the approach that we take towards labelling in education, understanding the many nuances of the labelling process is beneficial. Particularly, a focus which recognises the many progressive, harmful and ambiguous outcomes that may result from such labelling; an acknowledgement of how labels affect the quality of inclusive education; but most importantly, the value (or lack of) that the label will give to the child.
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