Considers effects of reframing problems of patients seeking psychotherapeutic treatment as "family problems." Asserts that when biologically based deficits in identified patient are salient determinant of interpersonal dysfunction, such reframing is inappropriate. Recommends psychoeducational strategies for treating families of persons with…

Three of William Rhodes' 1975 predictions about the mental health system are discussed. It is advocated that caretakers invest more extensive and intensive interpersonal time. In addition, the dangers of classifying children are considered. (SEW)

One danger created by labeling is that a label can create its own reality. Labels are not merely descriptive, but connote superiority or inferiority and can be self-confirming. Giftedness is only a concept artificially defined by testing scores which may not be accurate. (JN)

The rationale of mainstreaming is discussed in light of the need for deemphasis on isolation and labeling, increased protection of human rights, individualization in all phases of education, increased attention to the development of the total child, and greater cost effeiciency in the delivery of services. (DLS)

A multidimensional model of mental retardation is proposed, based on medical, behavioral, and social dimensions. The model's theoretical underpinning emphasizes that an individual might be retarded in one or a combination of senses. The model introduces a conception of socially constructed retardation and suggests methods for operationalizing and…

Asserting that schools often label students who do not learn quickly enough as "learning disabled," this personal account of one young man's determination to overcome the label demonstrates the effect of a trusting teacher-student relationship and the need to reevaluate educational practices for these students. (SK)

Based on the "Showcase" presentation of the Division for Physical and Health Disabilities at the 1997 Convention of the Council for Exceptional Children. Addresses the different labels of individuals with disabilities and the history and future of educating children with physical and health disabilities. (CR)

This article offers a model that distinguishes between natural abilities (or aptitudes) and systematically developed skills (talents). Aptitudes are seen as the constituent elements of talents, which are developed by such constructs as motivation, temperament, and significant persons. The model is then applied to the appropriate use of labels for…

This paper argues for discussion on the idea that "multi-culturalism" programs at universities, and particularly in journalism programs, should include exposure to gay/lesbian/bisexual issues in addition to material about minorities and women. The paper's premise is that blacks, women, and gays have received similarly shoddy,…

This brochure argues for consistency in how disabilities are named in national data collection programs. It notes that currently many students with disabilities are excluded from national data collection programs and, when they are included, there is extreme variability in the disability classification assigned to them. Nineteen different national…

The volume consists of papers from the 1985 symposium "Identification of the Gifted" at the Sixth World Conference on Gifted and Talented Children in Hamburg (Federal Republic of Germany). Twelve chapters have the following titles and authors: (1) "Introduction" (J. F. Feldhusen and K. A. Heller); (2) "A Conception of…

This paper explores potential avenues of analysis and research useful for reconciling the concept of "learning disabilities" both as a medical and a psychological concept. Traditional perspectives are analyzed. Issues regarding the legitimacy of labeling children as learning disabled are discussed. (MT)

This essay pinpoints a personality difference between bright children, who learn in order to achieve their own goals, and gifted children, who learn in order to perform worthwhile tasks, and argues against classes segregated by ability, contending that all students' needs are best met in regular classrooms through project teaching. (MJL)

The author critiques affirmative action and compensatory education on the grounds that they (1) may incite prejudice by labeling individuals as "disadvantaged" and (2) leave unchanged the traditional academic standards which equate success with verbal fluency and memorization. He suggests that schools become open to diverse intellectual…

The author criticizes the Warnock Report on special education for failing to distinguish between children whose educational handicaps are biological or social in origin, and for attempting to deal with both groups through labels and a continuum of special services. (SJL)