Child Labeling Research Paper

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

On December 27th & 28th of 2016, Jason XXX was administered the WIAT 3rd Edition. This test was to measure a variation of skills such as: reading, listening, speaking, writing, and mathematics. The test took two days to complete. Since his mother only allowed one

In another article, “The Functionalist View of Special Education and Disability: Deconstructing the Conventional Knowledge Tradition,” it discusses how Special Education is problematic, due to professional models, practices, and tools that are created from functionalists assumptions and theories, which have been proven to be ineffective, and sometimes harmful (Skrtic, 2005). This article is a great framework for how society has created the stigma of individuals with health, and physical needs, to the term, disabilities. For example, Skrtic explains how, Special Education was founded in part, by students who were removed, and contained due to inefficient organizations and defective students (Skrtic, 2005). Those students who didn’t fit into societies norms, were considered to be deviant, and then labeled as having a disability, or worse, labeled

The WIAT-III can be used for a variety of academic purposes. This tool can be used to determine advantages and disadvantages students have academically. Also, this can be used in the IEP process to determine if a student qualifies for services, the appropriate

Many doctors and school officials believe that the diagnosis and labeling of these individuals is helpful so that they can be assisted with their struggles. The idea is that if a disorder goes undiagnosed it must go untreated

In this article from the Journal of Research in Special Educational Needs, Pote and Bellanca (2013) explore children’s attitudes towards ADHD other Learning Disabilities from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. The results of their study showed that characteristics associated with ADHD can result in negative attitudes and stigma from other children, causing problems with peer relationships. The other children begin to perceive an individual with ADHD’s behaviors in a negative

In the article, Are Labels Good for Kids, Gwen Senokossoff told a story about how her son Mathew was diagnosed with ADHD and CBD after their family moved to a new town. Gwen talked about how, in the beginning, before Mathew was diagnosed with his disabilities, how difficult it was for everyone to deal with and make sense of his behaviors. After she took Mathew to be evaluated by a physician and was diagnosed with his disabilities, she claimed that it was so much easier to get him help. Once they knew what Mathew was dealing with by labeling him they were able to get him medications that calmed him and helped with his mood. They were also able to get him therapy and create behavior plans that included setting goals to help him along the way. In the long run, being labeled really helped get Mathew’s conditions under control and made a positive difference in his life.

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

When looking at the achievement test, Billy Bob received his four lowest scores in Math Reasoning (52), Numerical Operations (79), Reading Comprehension (82), and Spelling (82). Each of these scores are standard scores. However, the WIAT-II also gives the suggested grade equivalent for each of these scores as well. When looking at the scores and the grade equivalents there is concern because Billy Bob is falling well below grade level in these areas. He is at a 4th and 5th grade equivalent but is currently in 7th

Some labels are positive and pleasant, such as ‘gifted’, others can have a negative and belittling influence, such as ‘learning disabilities’, while some can be very damaging,

The WRAT-4 is design to diagnosed learning disabilities, assessing academic process, evaluating achievement/ability and other educational academic achievement in the educational system.

The cognitive skills will be assessed by examining the nonverbal intelligence using the standardized test basic intelligence test scale 1 (Culture Fair Intelligence Test: Cattell, Weib & Osterland, 1997).

DESCRIPTION. The Universal Nonverbal Intelligence Test (UNIT) is an individually administered test consisting of tasks designed to measure the general intelligence and cognitive abilities (manual, p. 1). The test is designed to assess individuals from age 5 to 17 years. The test is entirely nonverbal, thus it is especially suitable for “children and adolescents who have speech, language, or hearing impairments; color-vision deficiencies; different cultural or language backgrounds, and those who are verbally uncommunicative” (manual, p. 1). The examiner uses relatively universal hand and body gestures to provide directions and indicate responses. The test includes demonstration items where the examiner indicates how to complete an item, sample items where examiner feedback is permitted, checkpoint items where the examiner can correct the incorrect responses, and scored items which do not allow for examiner feedback (manual, p. 2).

In the start, the integration was not adequate to help the child but now with more knowledge of disabilities, schools have developed successful ways to identify students in need of services. As the existence of Special Education begun, a label has been put on students based on the disability classification but regardless of what the label is, there are advantages and disadvantages. One of the disadvantages would be the self-esteem issue, where labeling a child could make them fall victim to the self-fulfilling prophecy and lower their self-esteem. On the other hand, being labeled has its advantages to some extent, which is placement. There needs to be criteria for determining whether a person is in need of a special education program or not, the extent of the need and how to the service tailor accordingly. Therefore, labeling can serve to make sure the student is receiving the proper

Creating descriptors as a process to identify persons who differ from the norm is known as labelling. Normal is a broad relative term. Everyone is different in some way from someone else (Davis, 2004). Some theorists postulate that labels are not useful while others believe that early diagnosis and labelling is essential for tailoring supports to individuals with a developmental disability and their families (Watson, 2008). It is often argued that early diagnosis and the acquisition of a label can lead to opportunities (in particular, extra resources) not otherwise gained if a child doesn’t have a label (Gillman, et. al., 2000). A label can be useful if it leads to specific intervention that will facilitate learning (Lauchlan & Boyle, 2007). There are both