Labeling Theory as Applied to Learning Disabilities: Survey Findings and Policy Suggestions

Abstract

Using labeling theory as a means of devising questions and assisting in data interpretation, a general survey was conducted of special education teachers, school officials, and parents of learning disabled students within a large school district in order to determine their perceptions about learning disabilities. The findings suggested that labelers attach multiple and sometimes conflicting meanings to the concept of "learning disabled"; that both formal and informal criteria are employed by labelers; that the backgrounds, work duties, and interests of labelers apparently influence their decisions; that labelers report varying degrees of power to affix the label; and that official labelers themselves are aware of problems surrounding their labeling. Numerous administative policies are also presented that might make the examined learning disability program more humane and effective.