Labeling Preschoolers as Learning Disabled: A Cautionary Position

Abstract

The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.

Comparing psychiatric symptoms among children of substance-abusing parents with different treatment histories

“…First, risk factors (internalizing and externalizing symptoms) for substance use disorders can reliably be identified by early childhood, making targeted early prevention possible (Hussong et al, 2011; Zucker & Wong, 2006; Zucker et al, 2008). Second, in early childhood, risk behaviors may be more malleable prior to school entry when systemic repercussions of such behaviors (e.g., labeling, teacher expectations, peer rejection) may reinforce and make these behaviors more difficult to change (Haring, Lovett, Haney, & Algozzine, 1992; Thurlow & Gilman, 1999). Third, the rapid developmental change that accompanies this period offers families multiple opportunities to adapt to the child's needs and reorganize how they function as a unit (Cummings, Davies, & Campbell, 2000).…”

Research Digest: Early Language Screening of At-Risk Children

“…Problems in this area have been related to subsequent cognitive and leaming difficulties (Haring et al, 1992), including reading disabilities (Clark-Klein, 1994). 99-45 7 and P L. 101-45 7 ), there has been increasing interest in identifying preschool children who have special needs.…”

“…Problems in this area have been related to subsequent cognitive and leaming difficulties (Haring et al, 1992), including reading disabilities (Clark-Klein, 1994). Problems in this area have been related to subsequent cognitive and leaming difficulties (Haring et al, 1992), including reading disabilities (Clark-Klein, 1994).…”