"Learning Disability" Labeling: The Effect that Instructional Need Has on This Process
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Authors
Wilson, Pat
Issue Date
1987
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
My intent in this pilot study has been to investigate the factors that have led to the increased number of students identified as learning disabled in the public school system. My research comprised interviewing and surveying educational professionals involved in the assessment and remedial process and reviewing the current literature on the topic of learning disabilities. It is suggested that the increased number of students labeled learning disabled is due to a shift in the definition of learning disabled from children with central nervous dysfunction to that of students with instructional needs. Educators are currently addressing this problem in the school system for fiscal and ethical reasons. My conclusions are that the increase in the number of students identified is due to several factors. The learning process involves both the cognitive and affective realms. Therefore, a learning disability affects the child's rational and emotional life, and services are provided based on these needs, irrespective of specific criteria established in school districts. Two to five percent of children have disabilities that will require intensive remediation. The majority of learning problems may be better served in the classroom if, 1) classroom size is reduced to a reasonable and manageable size, and 2) preventative and remedial means are provided for teachers and parents that address the child's personality development, peer relationships, and home/classroom dynamics.