Research study introduction and methodology

Learning Disabled

During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner.

Students who are labeled at the elementary and middle school level as learning disabled may face greater difficulties achieving their true potential in part due to a decreased sense of self-esteem, self-concept and personal achievement (Persaud, 2000). The intent of this study will be to examine the extent that labeling has on student achievement early on and later in their academic career. Specifically, the aim of this study will be to assess whether or not labeling students as "learning disabled" may negatively impact a students potential for achievement and success throughout their educational career and later in life.

The researchers will attempt to verify whether or not the label of 'learning disability' has a deleterious impact on a students overall chances for success throughout their academic career. To achieve this objective the researchers will conduct a qualitative examination related to academics and student labeling. The study will incorporate use of a literature review and questionnaire geared toward gathering information regarding student self-perception, achievement and teachers' perceptions of students that are labeled as learning disabled.

Purpose of the Study

The purpose of this study is to examine the effects of high incidence disability labels, particularly the label 'learning disability' on student's potential for academic achievement and performance. There are numerous studies that have explored the effects of high incidence disability labels, with various outcomes. In a study conducted by Clark (1997) evidence suggests that student's labeled 'learning disabled' were more often expected to fail than students that were not labeled.

In another study conducted by Clark and Artiles (2000) finding suggested that within the United States teachers are more likely to provide rewards to learning disabled students regardless of their effort levels or achievements, suggesting that overall they expect less from these students. This possibly leads to the notion that lower expectations and achievement will result because students that are labeled are not as likely to be pushed as hard as other students.

Other studies such as those conducted by Shepard and Brown (1998) suggest that a need exists for students to engage learning disabled students more often in every day activities, and that at present a lack of ownership within a teaching setting may lead to inclusion programs that are poorly implemented.

Yet other research suggests that labeling can result in lower expectation and goal settings, a decreased effort from students and a general decline in academic success as well as the potential for success in students labeled as 'learning disabled'.

Research Question

The primary intent of this study is to examine the impact that labeling has on students, particularly with regard to their academic achievement and overall performance during their academic careers. As such, this study will examine the following research question:

Are there effects (including academic achievement and performance) of teachers' use of labeling such as 'learning disability' on students with learning disabilities?"

Based on information acquired from the preliminary literature review and knowledge of student populations in general, the researchers have developed a preliminary hypothesis to be tested:

Hypothesis 1: There are negative effects when teachers label students as learning disabled, including academic achievement and performance-based consequences.

Alternate Hypothesis: There are no effects when teachers label students as learning disabled, including academic achievement and performance-based consequences.

Alternate Hypothesis 2: There are positive effects that result when teachers label students as learning disabled, including academic achievement and performance-based consequences.

The formation of the primary hypothesis is grounded in a large body of research which suggests that labeling does impact students in a potentially negative manner.

Significance of Study

Because early child is a time when most children are forming their sense of self-perception, cognition, self-concept and self-esteem, it is critical that educators do everything possible to maximize a student's ability to achieve their highest potential. The intent of this research is to examine whether or not labeling students as "learning disabled" will negatively impact their ability to achieve to their highest potential.

Presently there is a growing body of evidence that suggests that labeling may in fact have a negative impact on a student's sense of self-perception and ability. There are studies that both support labeling and refute it. The aim of this study will be to provide concrete evidence that either verifies or refutes the idea that labeling students impacts their potential for success and overall achievement within the classroom.

Perceived social skills deficits, often attributed by teachers to students with learning disabilities, might impact a student's ability to interact well with other students and excel in the classroom environment (Gut & Safran, 2002). It is important to examine this impact early on, because evidence also suggests that this impact may extend into the later educational years and adulthood of children.