The Power of a Label
Years ago, when my oldest son was in 1st grade, I received a phone call from his teacher to tell me he was having difficulty learning to read and they suspected he may have a learning disability. At first, I had a visceral reaction to hearing the label "learning disabled*. However, while working hard to get my son the extra help, he needed to be successful, I developed an understanding of the power these words held and was careful not to fall into the box this label created. This was the beginning of a very long journey for me as I became determined to unlock the mysteries of students who don't fit a school's grade level expectations; either academically or behaviorally.
This awareness of words and their power is very important for people to have. While words have the power to inspire students to achieve and reach their full potential, they can just as easily have the power to limit their ability to become who they are meant to be in the world. Using labels to make sense of what is going on for our children comes with a dilemma. On one hand, having labels allows us to have a shared conversation as a society as well as advocate for kids. Labels also give us a starting point when thinking about, talking about, and targeting services and resources. On the other hand, used indiscriminately, we often begin viewing each child as their "disability" with its list of defining attributes; we can unintentionally put them in a box.
Labels create a paradigm which leads to the development of stereotypes. Left unchecked, this stereotype can begin to limit our thinking about a child's potential. Labels often come with beliefs or assumptions about what a student will be able to do given each particular disability. If we take on these beliefs, it may result in underestimating a child's abilities. Unfortunately, we may begin to (often even unknowingly) treat the student in a different way; perhaps begin to expect less. Now I am not saying this always happens, but it does happen often; I've seen it repeatedly throughout my educational career.
Our job is to push against the limits of that box and not let it get in the way of a student's full potential; to hold our expectations high and always believe in possibilities. Consider Albert Einstein as a boy. If he were born today, he probably would have ended up with a variety of different labels. He was slow to develop speech (speech disability and was considered to be socially challenged (Autism Spectrum Disorder). He also had huge issues with authority, which lead to behavior issues (Emotional Behavior Disorder). We'll never know if in today's system he would have been impacted by those labels, but one thing is certain, he had parents who knew (despite his idiosyncrasies) the importance of staying open to the possibilities of their child's brilliance.
Over the years at Brock's, we have worked with numerous parents who are struggling with the "box" early labeling has created for their child, who know the importance of staying open to unlimited possibilities. I encourage you to push against any stereotypes placed on your child and question yourself if you find yourself thinking in limiting ways about your child's abilities. Stay open to unlimited possibilities and believe in their potential. It is important to be aware of labels and be cautious not to become desensitized to the effects these words could have on our kids.
Dr. Melodee Loshbaugh
Share and Enjoy
