Using data from the national Phi Delta Kappa study (22,018 students; 9,652 teachers; and 276 principals), it was found that 64 percent of the students eligible for special education services were categorized as learning disabled and that students with special education labels were at greater risk to fail in school than students not so labeled. (DB)

Notes that, more so than any other category of special education, children with serious emotional disturbance remain very much underidentified in schools and that both terminology and definition of serious emotional disturbance (SED) under current provisions of Individuals with Disabilities Education Act are at least partly responsible for this…

This article reports on a British study that examined the connotations of several special education labels (abnormality, deficit, impairment, disability, learning difficulties, and special educational needs) to experienced teachers, trainee teachers, and trainee educational psychologists (total N=220). All three groups rated "special…

Some of the prelevant ways by which the schools, through their special education programs, deal with handicapped children are considered; and an alternative to the present system is explored. Covered in brief sections are the following topics: three perspectives of special education practice (the conservative view, the piecemeal approach, and the…

Briefly outlines the National Research Council's 1979 study of minority student representation in special education classes. Outlines results from recent study analyzing the ethnic make-up of children labeled "learning disabled" in a large school district in Texas. Results indicate that a disproportionate number of minority students are…

Examined bias in 30 primary teachers' evaluations of the same child who was labelled either learning disabled, educable mentally retarded, emotionally disturbed, normal or no label. Teachers made behavioral observations, completed a checklist, and graded academic work. Results showed labels biased checklist scores but not behavioral observations…

Surveyed 195 school psychologists to examine whether competence-oriented information about children would lead to less restrictive special education placements than problem-oriented descriptions. Results showed children described through competence profiles were recommended for significantly less restrictive placements, while previous labels had…

The author's definition for individuals with special needs in career-oriented educational programs recognizes the effects of disability, disadvantage and/or dysfunctional school placement and the need for individually prescribed, unique, and more powerful teaching techniques; individualized supplemental or supportive services; and additional…

Observations of operationally defined nontask oriented classroom behaviors of educable mentally retarded (EMR), educationally handicapped (EH), learning disabled (LD), and nonhandicapped students were compared. Significant differences in behavioral characteristics among the groups were indicated. (Author/GK)

Surveys educational consultants, psychologists, and teachers to determine levels of agreement and disagreement on the types of information which are necessary in eligibility decisions for students with learning disabilities. Finds general disagreement over the types of information on which eligibility decisions are based. Discusses implications of…

The paper traces the history and current status of special education services for handicapped children in New York state. The initial section reviews the historical perspective and analyzes future trends. The philosophy of special education regarding labeling, individualized learning, and mainstreaming is examined. Staff selection, transportation,…

Large numbers of black children are being inappropriately labeled as handicapped. One study in California has shown that as many as 75% of the minority students in public school programs for the educable mentally retarded were not, in fact, retarded. In many instances a student's behavior, rather than pure academic performance, was the primary…

Investigated with 258 regular or special education teachers was the effect on teacher expectations of describing mildly handicapped children in terms of labeled (learning disabled, retarded, or emotionally disturbed) behavioral descriptions or of non-labeled behavioral descriptions. (MH)

Argues that politics of research must be considered in study design and interpretation of results. Efficacy studies leave larger ethical and philosophical questions unaddressed, such as who decides what constitutes appropriate objectives for whom, and why. Concerns are raised about social consequences of labeling. (TE)

The article explores implications of the noncategorization of exceptional students. One area of concern is that those children who fail in school will be lumped together with handicapped children, which, the author asserts, does an obvious disservice to both. (PHR)