Action and Reaction in Labelling the Stutterer: Reviewing Our Responsibility

Abstract

A review of the research evidence suggests that labelling the nonfluent child as a stutterer may not always be warranted. Premature labelling may even lead to deleterious effects on the development of a child's self-concept and progressive socialization. The responsibility rests with adults as significant others in the child's conceptual world to both appreciate and anticipate the reactions that any overt or covert action of labelling might precipitate.

Special education labeling relationships with learning disabled student self-concept

“…13Teacher expectations, as tied to students who have been labeled are further spoken to by: Good & Dembo, 1973;Guskin, 1974;Jones, 1974;Kronick, 1976;Mayer, 1971;Panda & Bartel, 1972;Porter, 1971;Prieto & McCoy, 1979;Salvia, Clark & Ysseldyke, 1973;Shur, 1971;Stryker, Toner, 1979;Ullman & Krasner, 1975;Ysseldyke & Foster, 1978. Numerous studies describe modified expectations and treatment of formally labeled individuals (Budoff & Siperstein, 1978;Faust, 1980;Gottlieb, 1974).14 Speaking 119 specifically to the labeling of learning disabled students, there are compelling research findings which assert that LD students are viewed less positively than other students (Good & Dembo, 1973;Jones, 1974).15…”