) 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 PSYCHOLOGY
COURSE
CORDE : EP 101
COURSE
INSTRUCTOR : MAADAM. NGAYAKWE
NATURE
OF ASSIGNMENT : INDIVIDUAL ASSIGNMENT
ATTEMPTED
BY : GOODLUCK JEKONIA KAWOGO
REGISTRATION
NUMBER : STE/BAED/164108
SUBMISSION
DATE :
17th 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?
Labeling
is the process of creating descriptors to identify persons who differ from the
normal. In this case base on finding out individual of exceptional
characteristics such as mental retardation, hearing impairment and visual
impairment. Labeling theory is a theory
in sociology which
ascribes labeling of people to control and identification of deviant behavior.
It has been argued that labeling is necessary for communication. Educational psychology is the branch
of psychology concerned with the scientific study of human learning.
The advantage and disadvantages of
labeling
Labels could
potentially serve as a social benefit. Being labeled has potential to assist in
informing peers of why and how a particular student is different and provide
justification for their unique needs. Labels also assist teachers with
instruction by helping communicate the Individualized and specialized needs so
the student can be properly educated. It is more efficient to refer to a label
as a means of describing a disability than it is to list all of the symptoms
and Signs associated with that particular disability each time teachers need to
communicate with other Professionals. While labels help to provide educational
support to students who struggle academically, physically, emotionally or
socially; there are also negative connotations.
A study by Lauchlan and Boyle (2007)
questioned whether the use of labels in special education was useful and made a
critical assertion that the overall effectiveness of labeling individuals was
very limited. One concern over disability labeling is the potential for such
labels to cause children to be singled out amongst their peers. Some may argue
that labels increase the likelihood of students being ridiculed because the
labels themselves would become a way to tease the student. On the other hand Boyle
(2007) believes the perspective of a
student with a label will vary according to personality and the type of label
attributed. Therefore, some students may not be negatively affected by their
label while others find being labeled disconcerting.
Kelly and Norwich (2004) examined
the perspectives of children who receive special education provisions for their
mild to moderate general learning difficulties in order to validate the
assumption that pupils’ perspectives will reflect a tension between positive
aspects (wanting and appreciating help) and negative aspects (wanting to avoid
stigmatizing associations) of being Labeled. Their findings show that the
pupils in both mainstream and special schools are sensitive the negative
connotations associated with some of the labels applied to them.
Self-esteem
According
to Banks and Woolfson (2008), depression and low self-esteem have both been
found to have higher incidence rates in students with learning difficulties
compared to students without learning difficulties. While many common
disabilities do not demonstrate any external physical attributes, the tools and
educational modifications an individual uses clearly prove a need for
assistance. The practice of inclusion places individuals with exceptionalities
in the same environment as their peers where their vulnerability is visible.
Recognition of a child being perceived as different sometimes makes peer
acceptance difficult.
A lack of peer acceptance and feeling
of rejection could contribute to the development of emotional problems
(Georgiadi, Kalyva, Kourkoutas, & Tsakiris, 2012). Adding an emotional
disorder along with being identified as having a learning difficulty only
further burdens the individual and hinders their academic growth and social development.
Conley,
Ghavami, VonOhlen and Foulkes (2007) conducted a study that examined the
selfesteem of students who are emotionally disturbed, students who are learning
disabled, and students who are in regular education classrooms. Conley et al.
found that students who were emotionally disturbed or learning disabled had
lower self-esteem than did students in regular education classes.
In a similar study,
Little, M., & Kobak, R. (2003). lts suggesting that students with
Exceptionalities perceive common interpersonal stressors as a greater emotional
challenge than Students with exceptionalities. With such findings, it is likely
that increased stressful experiences
of
interpersonal events creates excessive demands on the coping abilities of
students with exceptionalities. Such stressful experiences and demands have the
potential to hinder students with exceptionalities
ability to make friends.
According to Gillman, Heyman
and Swain (2000), a label can lead to social disadvantage and exclusion from
society. Therefore, labeling defeats the purpose of special education
progressing from a pull-out model to an inclusion model in an effort to ensure
that students with Disabilities are fully engaged with their peers without
handicaps. Placing students in the general education setting may help them
academically, but it does not always benefit them socially or emotionally.
DiGennaro Reed, McIntyre, Dusek,
& Quintero (2011) found that the use of socio metric ratings suggests that
students with disabilities were less likely to be nominated as a first choice
for sitting with at lunch, playing with at recess, or working with in a small
instructional group. While this may seem petty to an adult, it is important to
note that such social interactions and feelings of acceptance are an essential
component of children developing a sense of belonging. Students with
exceptionalities are already at an academic disadvantage and to add social
disadvantage further hinders their educational performance and attitude toward
life.
A conflicting study examining attitudes
towards peers with intellectual disabilities by Georgiadi et al. (2012) found
that typically developing children express overall neutral attitudes towards
their peers with intellectual disabilities, with children from inclusive
settings being more accepting than children from non-inclusive settings.
Supportive Teaching
Strategies. In an inclusive classroom, teachers
weave in specially designed instruction and support that can help students make
progress. Kids may be given opportunities to move around or use fidgets. And
teachers often put positive behavioral interventions and supports (PBIS) in place.
Differentiated instruction and
co-teaching in a general education classroom make it easier for students with standards-based IEPs to be taught the same
material as their classmates. In some schools, only certain classrooms are inclusion
classes. In that case, schools may assign general education students randomly
to inclusive or non-inclusive classes. Other schools may choose students who
benefit from the emphasis on meeting the needs of all learners at all ability
levels.
Talk to your child’s school about the supports and services that might
be available in an inclusion classroom. Learn more about teaching
strategies that work well for students with learning and attention issues. And
read about the various models of collaborative team teaching.
Labels may result in lower
expectations for the child than for peers. In some cases,
the moment a child is labeled, the expectation of the child is lowered. As a
result of the child disabilities, they are not expected to perform at a high
standard as the rest of the class or their peers in general.
Negative perceptions of a student
can be damaging if a label influences the perceptions of other attributes the student possesses.
This could inadvertently influence the way the student is treated at school and
hinder the opportunities made available to the student (Gates, 2010).
Students with disabilities have
made significant gains in public schools because of IDEA.
Such advances were made possible due to the services provided when someone was
designated as having a disability. Once a child is categorized with an
intellectual disability, an emotional disturbance, or a learning disability,
accommodation information will be forwarded to every new teacher through the
child's cumulative folder (Henley, Ramsey, & Algozzine, 2009).
Social
Disadvantage
Bramston, P. (2002). Demonstrated the
viewpoint in which People perceive you is crucially important to how you
outwardly present yourself. This viewpoint suggests that labeling has an
influence on how one interacts in any given situation. For instance, believed
that having the label of a mental illness meant that you were stigmatized for
life, and this had a bearing on how you would be treated throughout your life.
CONCLUSION
The
decision to use a label should be carefully considered due to the possibility
of negative connotations regarding social relationships, personal preferences
and the effects on self-esteem Teachers and students should be provided with
various strategies and instructional techniques that support positive
interactions and acceptance of Individuals with exceptionalities. Knowing the
negative aspects associated with labeling can help students with special needs
as well as their parents and teachers to help combat the negative stigma..They
can keep a watchful eye on their child or student’s experiences with other
children and stress that each child is an individual with unique needs,
strengths, and qualities
INCLUSION
Refer to
development appropriate
practice for all children .Developmentally appraise care and practicing are based on knowledge
of children and their need
these involved these without gardenless of
security of their disabilities all children
befitted from inclusive. The concept of inclusive education comes from
the concept of special education, which provided to the special need students.
This type of education rejects the use of special schools or classroom to
separate students with disabilities from student without disabilities.
Inclusion is applied in education
psychology due to following reason
It helps students to learn
first and the meaning of equal worth and equal rights. As a long as a single
student who has not broken any laws is excluded from mainstream school life and
opportunities all of students learn to be aware sensitive and tolerant of
differences. t provides self and esteem .this is due to all children share many
need in comm.
According to the individuals
with disabilities Education act (IDEA), students with special needs have the
right to receive necessary curricular adaptations. Adaptation includes
accommodations and modifications. Students who receive accommodations are held
to the same academic expectations as their general classmate.
The successful inclusive
education happens primary through accepting, understanding and attending to
students’ differences and diversity which can include the physical, cognitive,
academic, social and emotional.
Effective
use of resources, many children will share materials and all academic matters
with disable children. Therefore, this is the way to make proper utilization as
well as connection between disabled students and non disabled students.
Inclusion improves personal development
among the individuals, includes improvement in social skills, built confidence,
develop team work and support independence or both the disabled and non
disabled students
Adaptation of successful inclusive
strategies, all student understand differently but one key teaching strategy is to break students
into small groups, teaching can be tailored to the way each student learns
best. This is knows as differentiated instruction.
Also teacher may present lesson in
different ways using universal design for learning, for example the use of
multisensory instruction, also some classroom may have interactive whiteboard,
and on it kids can use their finger to write, erase and move images around on the
large screen
REFERENCES
Banks,
M., & Woolfson, L. (2008). Why do students think they fail? The
relationship between
attributions
and academic self-perceptions. British Journal of Special Education,35(1),
49-56.
doi:10.1111/j.1467-8578.2008.00369.x
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, 37(4), 775-789.
doi:10.1111/j.1559-1816.2007.00185.x
Reynolds,
C., & Fletcher-Janzen, E. (Eds.). (2004). Labeling. In Concise
Encyclopedia of
Special
Education: A Reference for the Education of the Handicapped and Other
Exceptional
Children and Adults (2nd ed., p. 559). New York: Wiley.
36
Georgiadi,
M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children's
attitudes
toward
peers with intellectual disabilities: Effect of the type of school. Journal
of
Applied
Research in Intellectual Disabilities, 25(6), 531-541.
doi:10.1111/j.1468-
3148.2012.00699.x
Thomson,
M. (2012). Labeling and self-esteem: Does labeling exceptional students impact
their
self-esteem?
Support for Learning, 27(4), 158-165. doi:10.1111/1467-9604.12004
U.
S. Department of Education. (2004). Individuals with Disabilities Education
Act. Retrieved
Lauchlan,
F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support
for
Learning,
22(1),
36-42. doi:10.1111/j.1467-9604.2007.00443.x
Little,
M., & Kobak, R. (2003). Emotional security with teachers and children’s
stress reactivity:
A
comparison of special education and regular classrooms. Journal of Clinical
Child and
Adolescent
Psychology, 32: 127-138.
Bramston,
P., Bruggerman, K., & Pretty, G. (2002). Community perspectives and
subjective
quality
of life. International Journal of Disability, Development & Education,
49(4),
385-397.
doi:10.1080/1034912022000028358.
Comments
Post a Comment