(a) what is labeling in the context of educational psychology? (b) What are the advantage and disadvantages of labeling? 2. What is inclusion, and why inclusion in education?

STELLA MARIS MTWARA UNIVERSITY COLLEGE

(A constituent college of St. Augustine university of Tanzania)                                                     

FACULTY OF EDUCATION

DEPARTMENT                           : EDUCATIONAL FOUNDATIONS

COURSE TITLE                          : INTRODUCTION TO EDUCATION PSYCHOLOGGY

COURSE CORDE                       : EP 101

COURSE INSTRUCTOR          : MAADAM. NGAYAKWE

NATURE OF ASSIGNMENT   : INDIVIDUAL ASSIGNMENT

ATTEMPTED BY                       : SHABANI MOHAMEDI                                                         

REGISTRATION NUMBER      : STE/BAED/164137

SUBMISSION DATE                  : 17^th DECEMBER 2018

TASK:   1(a) what is labeling in the context of educational psychology?

                  (b) What are the advantage and disadvantages of labeling?

                2. What is inclusion, and why inclusion in education? 

1 a)

Introduction

Labeling refers to placing a student in special education under a specific eligibility category. Teachers on becoming effective decision-makers in the special education eligibility process. The school district discovered that many teachers did not understand the benefits and consequences of identifying, or labeling, a student as one with a disability. Therefore, the district decided that all new teachers must attend training reviewing pros and cons associated with the process. Grobler, R.C. (2009).

Labeling refers to the process of identifying that a student meets eligibility criteria for special education services. The label may refer to students with disabilities, or the eligibility category label. The specific wording of an eligibility label varies by state. Now that all teachers have a basic understanding of what it means to label a student, the training delves deeper into explaining the pros and cons of labeling. This lesson will review the pros and cons associated with this processes. Egan, M.W. (1999).

Advantages or pros of Labeling

The labeling were more obvious in the formative years of special education (mid-1940s to early 1970s), than they are now. For instance, without the category of learning disabilities, advocates for these children would have had no rallying point to promote educational programs. Imagine how ineffective scientists would be in raising money for cancer research if they had no name for it. The advantages of labeling can be summarized as follows:

        i.            Labeling enables professionals to communicate with one another because each categorical label conveys a general idea about learning characteristics.

      ii.            The human mind requires "mental hooks" to think about problems. If present categorical labels were abolished, a new set of descriptors would evolve to take their place. There is ample evidence of this in the evolution of the term "mildly retarded."

    iii.            Labeling the disability spotlights the problem for the public. Labeling can spark social concern and aid advocacy efforts.

    iv.            Labeling may make the majority without disabilities more tolerant of the minority with disabilities. In other words, the actions of a child identified as having intellectual disability might be tolerated, whereas the behavior of a peer without intellectual disability would be criticized.

      v.            Labeling has led to the development of specialized teaching methods, assessment approaches, and behavioral interventions that are useful for teachers of all students. (Hallahan & Kauffman, 1982).

Disadvantages of Labeling According to Mangal, S.K. (2012).

These advances have been accompanied by problems inherent in officially designating someone abnormal. Make no mistake about it; these labels stick. Once a child is categorized with intellectual disability, emotional disturbance, or learning disabilities, that information will be forwarded to every new teacher in the child's cumulative folder. The disadvantages of labeling are summarized as follows:

        i.            Labels shape teacher expectations. Imagine what your reaction would be if the principal informed you that the new student in your class is mildly mentally retarded. Studies on teacher expectations have demonstrated that what teachers believe about student capability is directly related to student achievement.

      ii.            All children have some troubling behaviors. Labels can exaggerate a student's actions in the eyes of a teacher. A teacher may overreact to behavior of a labeled child that would be tolerated in another.

    iii.            Labels send a clear message: The learning problem is with the student. Labels tend to obscure the essence of teaching and learning as a two-way street. Some students placed in a mild disability category have nothing wrong with them. They are the unfortunate recipients of ineffective schooling.

    iv.            Labels perpetuate the notion that students with mild disabilities are qualitatively different from other children. This is not true. Students with mild disabilities go through the same developmental stages as their peers, although sometimes at a slower rate.

      v.            Teachers may confuse the student with the label. Labels reflect categories of disabilities. Categories are abstract, not real, concepts that are general enough to incorporate many different individuals. More than two million students may be identified with specific

    vi.            Learning disabilities, but as individuals, each is a unique human being. When a student is placed in a category, a teacher who knows some of the characteristics of a category may ascribe all known characteristics to each labeled child. This is stereotyping. Stereotypes harm students when teachers rationalize low achievement by citing characteristics of the label. An example is the teacher who explains away a teaching-learning problem by stating, "We can't really expect Mary to remember too much math because she is 'intellectually disabled.' "

  vii.            Diagnostic labels are unreliable. Educational evaluation is filled with quirks. States use different descriptive criteria for the same categories; many evaluation instruments have questionable validity and reliability; specific labels go through trends (for example, at one time learning disabilities was considered a white, middle class category and African American students were overrepresented with mild intellectual disability).

2. INTRODUCTION

 Inclusion Is the process whereby ordinary schools accommodate all children in regular class regardless of their physical intellectual social emotional linguistic and other conditions. This is because that inclusion is a more compressive term and emphasizes the addition of specially designed activities that engage all students collectively. Rouse Martyr (2008).Or

Inclusion, in education refers to the model wherein special needs students spend most or all of their time with non-special (general education) needs students. It arises in the context of special education with an individualized education program and is built on the notion that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Daven G.C (1998).

THE FOLLOWING ARE THE RESONS FOR WHY INCLUSION IN EDUCATION

               To  solved the different problems to the people especially students who  are acquire such as hearing problem, mental  disorders ,deaf by used the education of used machine to for special need, professional teacher for special problem in order to improved learning  opportunities and simple to understand well the special need Rouse Martyr (2008).

                   Inclusion is very important to school and communities to give experience about learning opportunities such as in school, in college, and the like are give more experience to learning for special need problem from one deprives every one of enriching experience to another enriching experience Foulkes, P. (2007).

               It provides better opportunities for learning, inclusive education is very important because all children are able to be part of their community and develop a .sense of belonging and become better prepared for life in the community as children and adults. Foulkes, P. (2007).

            It encourages the involvement of parents in the education of their children and the activities of their local schools. Daven G.C (1998)

              Improvement of social needs, build self confidence develop team work and support independence or both the disable and non disabled children in individual group.

REFERENCES

Grobler, R.C. (2009). BED Education 2B. Sociology of Education. Reading Package OPV 2B 20 UJHP   Johannesburg.

 Hallahan, D.P. and Kauffman, J.M. (1997). Exceptional Learners: Introduction to Special Education. London, Allyn & Bacon.

 Hardman, M.L., Drew, C.J. and Egan, M.W. (1999). Human Exceptionality: Society, School, and Family. London, Allyn and Bacon.

Henley, M., Ramsey, R.S. and Algozzine, R.F. (2010). Labelling and Disadvantages of Labelling. London, Prentice Hall.

 Mangal, S.K. (2012). Educating Exceptional Children: An Introduction to Special Education. Delhi, PHI Learning Pvt Ltd.

Rouse Martyn (2008), Developing Inclusive Practice: A Role for Teachers and Teacher

Conley, T. D., Ghavami, N., VonOhlen, J., & Foulkes, P. (2007). General and domain-specific

self-esteem among regular education and special education students. Journal of

Applied Social Psychology,

Daven G.C (1998) An introduction to Child development Uwin Hyman Limited London.