Advantages of labeling;
1)
According
Howard Saul Bercker’s book means;
labeling is the theory of how the self identity and behavior of individuals may
be determined or influenced by the terms used to described or classify them
which a scribes labeling of people to control and identification on deviant behavior.
Is describing someone or something in a word or short face, example describing someone
which as broken a law is a criminal.
According
to McPherson means; labeling is the process of creating descriptors to identify
persons who differ from norm. Normal is a broad relative term. Everyone is
different in some way from someone else, (Darrow and white) as sited in Davis
K. (2004). As human we use numerous labels in a daily basic without being
conscious we may say the teacher, the doctor, and the principals, this is done to
conjure up an image of a person in question, and ho they might look or act.
Advantages
of labeling;
i.
Labeling enables professionals to
communicate with another because each categorical label conveys a general idea
about learning characteristics.
ii.
Led to the development of specialized teaching
methods assessment approaches, behavioral.interventions that is useful for
teachers of all students.
iii.
The human mind requires mental hooks to
think about problems. If present categorical labels were abolished, a newest of
descriptors would involve taking their place
iv.
The actions of a child identified as
having intellectual disability might be tolerated
v.
Labeling can speaker social concern and
advocacy efforts
vi.
Federal and local funding of special
education programs are based on categories of disabilities
Disadvantages of labeling
i.
Labels send a clear massege.The learning
problems is with students, labels tend to obscure the essence of teaching and
learning as a two way street. Some students placed in a mild disability
category have not hug with them. They are the unfortunately recipients of in
effective schooling.
ii.
Labels often put the
blame and the guilty for students learning problems squaral on parent’s
shoulders.
iii.
The diagnostic labels are unavailable,
educational evaluation is filled with quirks. States use different descriptive
criteria for the some categories.
iv.
Labels can exaggerate a student’s action
in eyes of teacher. A teacher may over react to behavior of a label child that
would be tolerated in another.
v.
Teachers may confuse the students with
the label. Labels reflect categories of disabilities categories are abstract.
vi.
Labels shape teacher expectations students
on teachers believe about student’s capability is directly related.
vii.
Students cannot receive special
education services until they are labeled in many instances, the lutervantion
come too late. Students with disability are at a disadvantage when they have to
wait to be labeled before they can receive special education services. In
essence the need to label students before help arrives undermines a preventive
approach to mild learning problem.
2)
Inclusion
is the way of thinking and acting that demonstrates universal acceptance and
promotes a sense of belonging for all
people.
Or
Inclusion
is a system based approach to accepting responsibility for all children and
students.
Inclusion
in education means that all students attend and are welcomed by their
neighborhood schools in age appropriate, regular classes, and are supported to
learn.
Or
Inclusion education
means to describe the right of parents and children to access mainstream
education alongside their peers. Also education inclusion including different
principals which are anticipates value and support diversity and learner
differences, understanding learners strengths and needs, reduce barriers within
learning environments.
Why inclusion in education?
i.
Effective use of resources in more
traditional special education settings, may kids are “pulled out “for related
services, likes peach the rapy or for other specialized instruction an
inclusion class often bring speech therapist, residing and specialists and
services providers into the classroom.
ii.
High expectation for all; if your child
has an individualized education program (IEP), his goals should be based on the
academic standards for your states. Differentiated instruction and co-teaching in
a general education on classroom make it easier for student with standards
based IEPS to through the some materials as their classmates.
iii.
Reduce stigma; inclusive classrooms are
filled with diverse learners that lets kids talk about how everyone learn in their
own way. They find that they move in common with other kids than they thought.
This can go along way on reducing stigma for kids with learning and attention
issues.
iv.
Supportive teaching strategies; in an
inclusive classroom, teacher were in specially designed instruction and support
that can help students make process kids may be give opportunities around or use
fidgets. These strategies are helpful for all students not only for student
with learning and attention issues.
v.
All students benefit additional
resources and supportive techniques used in inclusion classroom.
vi.
Allow students to say a restrictive
environment.
vii.
Teachers work together.
Ballad, K. (1994) Disability, family, Whanau and society. Palmerstone North, New Zealand.
Clough, P. and Corbett, J. (2000) theories of Inclusive Education a student’s guide, London.
Department of education (1988) Draft review of special education. Wellington, New Zealand.
Disability person’s assembly (2004) Inclusive communities: guidelines about disability for councils
and district health boards.
Wellington: Disabled persons assembly (New Zealand).
Ercole, J (2009) Labeling
in the classroom: teacher expectations and their effects on students
exceptional children, 31(3) 18-23. Retrieved November 29, 2007, from
metal database. Inclusive education in Aotearoa/NZ classroom. (2007).
TEHD22O-07C, Hamilton,
Ministry of education. (1996) Special education 2000. Wellington, New
Zealand.
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