|||Introduction Attitudes toward students enrolled in special education are shocking, and the labels placed on these students are appalling and wrong. Labeling affects the perception of these exceptional children. There is a lack of data on the effects of labels on teachers, adults, children and high school students. Observations and research techniques are used to come to the conclusion that labeling is presented and determined incorrectly. Labeling in schools has brought bullying and uneducated information to many people, especially those on the special education spectrum. Misdiagnoses and confusions of disability create problems for ideas of inclusion and exclusion. Special Education is more than a label. Labeling gives something a definition, and sometimes the wrong definition. Labeling an individual with special needs with a slang term like “retarded” but having no real understanding of the disability is not only offensive and demeaning, but also immoral. All students should be in one class, together. Everyone deserves an education, regardless of their disability and label. We all have etiquette, but it's not always correct. Many are not educated enough to label anything outside of the medical definition. “Special education” has meant labeling students since federal law first established a mandate in 1975” (Adkins, 1990). This law requires schools to identify – and label – children with special needs. However, this law does not protect children from bullying or being “taken away” by peers their age. The main reasons for separating, like programs, revolve around the risks of labeling. There are 4 most common labels. Learning disabilities, speech/language difficulties, m...... middle of paper ......w how to react to it and how it can be confused with other disabilities. Lieberman, L. (1980). The implications of noncategorical special education. Journal of Learning Disabilities, 13(2), 14-17. This article discusses the implications of excluding special education in the classroom and how it impacts labeling theory. Combs, R., & Harper, J. (1967). Effects of labels on educators' attitudes towards handicapped children. Exceptional Children, 2 (February), 399-404. This article is about attitudes and mislabeled interpretations of special education. Frederickson, N. (2010). Bullying or friendship? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-11. This article provides perspectives on students' interactions with children with disabilities in the classroom and how this impacts their learning environment.

Topic > |||Introduction Attitudes toward students enrolled in special education are shocking, and the labels placed on these students are appalling and wrong. Labeling affects the perception of these exceptional children. There is a lack of data on the effects of labels on teachers, adults, children and high school students. Observations and research techniques are used to come to the conclusion that labeling is presented and determined incorrectly. Labeling in schools has brought bullying and uneducated information to many people, especially those on the special education spectrum. Misdiagnoses and confusions of disability create problems for ideas of inclusion and exclusion. Special Education is more than a label. Labeling gives something a definition, and sometimes the wrong definition. Labeling an individual with special needs with a slang term like “retarded” but having no real understanding of the disability is not only offensive and demeaning, but also immoral. All students should be in one class, together. Everyone deserves an education, regardless of their disability and label. We all have etiquette, but it's not always correct. Many are not educated enough to label anything outside of the medical definition. “Special education” has meant labeling students since federal law first established a mandate in 1975” (Adkins, 1990). This law requires schools to identify – and label – children with special needs. However, this law does not protect children from bullying or being “taken away” by peers their age. The main reasons for separating, like programs, revolve around the risks of labeling. There are 4 most common labels. Learning disabilities, speech/language difficulties, m...... middle of paper ......w how to react to it and how it can be confused with other disabilities. Lieberman, L. (1980). The implications of noncategorical special education. Journal of Learning Disabilities, 13(2), 14-17. This article discusses the implications of excluding special education in the classroom and how it impacts labeling theory. Combs, R., & Harper, J. (1967). Effects of labels on educators' attitudes towards handicapped children. Exceptional Children, 2 (February), 399-404. This article is about attitudes and mislabeled interpretations of special education. Frederickson, N. (2010). Bullying or friendship? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-11. This article provides perspectives on students' interactions with children with disabilities in the classroom and how this impacts their learning environment.