Special Educational Needs Categorisation Systems: To Be Labelled or Not?

References

• Anderson, S., & Bigby, C. (2016). Empowering people with intellectual disabilities to challenge stigma. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 165–178). London: Macmillan Publishers Ltd.
   Google Scholar
• Armstrong, D., & Squires, G. (2012). Contemporary issues in special educational needs: Considering the whole child. Maidenhead: Open University Press.
   Google Scholar
• Back, L. T., Keys, C. B., McMahon, S. D., & O’Neill, K. (2016). How we label students with disabilities: A framework of language use in an urban school district in the United States. Disability Studies Quarterly, 36(4). http://dx.doi.org/10.18061/dsq.v36i4.4387
   Google Scholar
• Barber, M., & Graham, D. (2012). Sense, nonsense and the national curriculum. New York: Routledge.
   Google Scholar
• Barton, L. (Ed.). (1987). The politics of special educational needs. Lewes: Falmer Press.
   Google Scholar
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Colorado: International Society for Technology in Education.
   Google Scholar
• Beveridge, S. (1999). Special educational needs in schools (2nd ed.). London: Routledge.
   Google Scholar
• Blum, C., & Bakken, J. P. (2010). Labeling of students with disabilities: Unwanted and not needed. In F. E. Obiakor, J. P. Bakken, & A. F. Rotatori (Eds.) Current issues and trends in special education: Identification, assessment and instruction (pp. 115–125). Bingley: Emerald Group Publishing.
   Google Scholar
• Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer, and classroom variables. Social Development, 22(4), 831–844.
   Web of Science ®Google Scholar
• Boyle, C. (2014). Labelling in special education. Where do the benefits lie? In A. Holliman (Ed.), The Routledge international companion to educational psychology (pp. 213–221). London: Routledge.
   Google Scholar
• Brosnan, M., & Mills, E. (2016). The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’. Autism, 20(4), 388–394.
   PubMed Web of Science ®Google Scholar
• Burke, P. J., & Ruedel, K. (2008). Disability classification, categorisation in education: A US perspective. In L. Florian & M. J. McLaughlin (Eds.), Disability classification in education (pp. 68–76). California: Corwin Press.
   Google Scholar
• Connor, D. J., & Valle, J. W. (2015). A socio-cultural reframing of science and dis/ability in education: Past problems, current concerns and future possibilities. Cultural Studies of Science Education, 10 (4), 1103–1120.
   Web of Science ®Google Scholar
• Connor, D. J., Valle, J. W., & Hale, C. (2015). Practicing disability studies in education: Acting towards social change. New York: Peter Lang Publications.
   Google Scholar
• Cooper, P. (1996). Giving it a name: The Value of descriptive categories in educational approaches to emotional and behavioural difficulties. Support for Learning, 11 (4), 146–150.
   Google Scholar
• Corbett, J. (1996). Bad-mouthing: The Language of SEN. London: The Falmer Press.
   Google Scholar
• Darling, R. B. (2013). Disability and identity: Negotiating self in a changing society. Boulder: Lynne Rienner Publishers.
   Google Scholar
• Department for Education (DfE) (1993). Education Law 1993. London: DfE.
   Google Scholar
• Department of Education (DfE) (2010). Children and Families Act. London: HMSO.
   Google Scholar
• Department of Education (DfE). (2011). Teachers’ standards. Retrieved from: https://www.gov.uk/government/publications/teachers-standards. London: Stationary Offices
   Google Scholar
• Department of Education (DfE) (2014). Children and Families Act. London: HMSO.
   Google Scholar
• Department of Education (DfE). (2015). Special educational needs and disability code of practice: 0 To 25 years. Crown. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
   Google Scholar
• Department of Education and Employment (DfEE) (1997, October 22). Excellence for all children. Green paper. London: HMSO.
   Google Scholar
• Department of Education and Employment (DfEE) (1998). Meeting special educational needs: A programme of action. London: HMSO.
   Google Scholar
• Department of Education and Science (DES) (1978). Warnock committee report. London: HMSO
   Google Scholar
• Department of Education and Science (DES) (1981). Education act 1981. London: HMSO
   Google Scholar
• DfES (Department for Education and Skills) (2001). Special educational needs code of practice. London: HMSO.
   Google Scholar
• Ditchman, N., Kosyluk, K., & Lee, E. (2016). How stigma affects the lives of people with intellectual disabilities: An overview. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 31–48). London: Macmillan Publishers Ltd.
   Google Scholar
• Dovidio, J. F., Major, B., & Crocker, J. (2003). Stigma: Introduction and overview. In T. F. Heatherton, M. R. Helb, & J. G. Hull (Eds.), The Social Psychology of Stigma (pp. 1–28). New York: Guilford Press.
   Google Scholar
• Draper, E. A. (2018). Navigating the labels: Appropriate terminology for students with disabilities. General Music Today, 32(1), 30–32.
   Google Scholar
• Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255–264.
   PubMed Web of Science ®Google Scholar
• Emerald, E., & Carpenter, L. (2010). ADHD, mothers and the politics of school recognition. In L. Graham (ed.) (De)Constructing ADHD (pp. 99–118). New York: Peter Lang Publishing.
   Google Scholar
• Fiala-Butora, J., & Stein, M. A. (2016). The law as a source of stigma or empowerment: Legal capacity and persons with intellectual disabilities. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 195–208). London: Macmillan Publishers Ltd.
   Google Scholar
• Florian, L., Hollenweger, J., Simeonsson, R. J., Wedell, K., Riddell, S., Terzi, L., & Holland, A. (2006). Cross-cultural perspectives on the classification of children with disabilities: Part I. Issues in the classification of children with disabilities. The Journal of Special Education, 40, (1), 36–45.
   Web of Science ®Google Scholar
• Florian, L., & McLaughlin, M. J. (Eds.) (2008). Disability classification in education. California: Corwin Press.
   Google Scholar
• Friend, M. P. (2018). Special education: Contemporary perspectives for school professionals (5th Ed.). Boston: Pearson.
   Google Scholar
• Gates, J. (2010). Children with gifts and talents: Looking beyond traditional labels. Roeper Review, 32(3), 200–206.
   Google Scholar
• Gibson, S. (2006). Beyond a “culture of silence”: Inclusive education and the liberation of “voice”. Disability & Society, 21 (4), 315–329.
   Web of Science ®Google Scholar
• Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Goodley, D. (2014). Dis/abilty studies – Theorising disablism and ableism. New York: Routledge.
   Google Scholar
• Goodley, D., & Runswick-Cole, K. (2012). Reading Rosie: The postmodern disabled child. Educational and Child Psychology 29(2), 53–66.
   Google Scholar
• Halder, S., Assaf, L. C., & Keeffe, M. (2017). Disability and inclusion: Current challenges. In S. Halder & L. C. Assaf (Eds.), Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges (pp. 1–14). Cham: Springer.
   Google Scholar
• Hart, S. (1996). Beyond SEN: Enhancing children’s learning through innovative thinking. London: Paul Chapman.
   Google Scholar
• Hastings, R., & Remington, B. (1993). Connotations of labels for mental handicap and challenging behaviour: A review and research evaluation. Mental Handicap Research, 6, (3), 237–249.
   Google Scholar
• Hayhoe, S. (2017). When gucci make hearing aids, i’ll be deaf: Sensory impairment in later life and a need to define it according to identity. In S. Halder & L. C. Assaf (Eds.), Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges (pp. 77–88). Cham: Springer.
   Google Scholar
• HMSO (His Majesty’s Stationery Office). (1908). Report of the Royal Commission on the Care and Control of the Feebleminded. Retrieved from https://archive.org/details/reportroyalcomm00mindgoog/page/n15
   Google Scholar
• Ho, A. (2004). To be Labeled, or not to be Labeled: That is the question. British Journal of Learning Disabilities, 32, 86–92.
   Google Scholar
• Hodge, N. (2016). Schools without labels. In K. Runswick-Cole, R. Mallett, & S. Timimi (Eds.), Re-thinking autism: Diagnosis, identity and equality (pp. 185–203). London: Jessica Kingsley Publishers.
   Google Scholar
• Hodge, N., & Runswick-Cole, K. (2013). ‘They never pass me the ball’: Exposing ableism through leisure experiences of disabled children, young people and their families. Children’s Geographies, 11(3) 311–325.
   Web of Science ®Google Scholar
• Hodkinson, A. (2010). Inclusive and special education in the English educational system: Historical perspectives, recent developments and future challenges. British Journal of Special Education. 37(2), 61–67.
   Google Scholar
• Hodkinson, A. (2012). Illusionary Inclusion – What went wrong with New Labour’s landmark education policy? British Journal of Special Educational Needs. 39(1) 4–8.
   Google Scholar
• Hodkinson, A. (2016). Key issues in special educational needs and inclusion, 2nd ed. London: SAGE.
   Google Scholar
• Hoyle, P. (2017). Integrated categories for integrated care - The importance of patient centred categories. International Journal of Integrated Care, 17(3), A16.
   PubMedGoogle Scholar
• Jodrell, D. (2010). Social-identity and self-efficacy concern for disability labels. Psychology Teaching Review 16(2), 111–121.
   Google Scholar
• Johnstone, C. J., Limaye, S., & Kayama, M. (2017). Disability, culture, and identity in India and USA. In S. Halder & L. C. Assaf (Eds.), Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges (pp. 15–30). Cham: Springer.
   Google Scholar
• Kelly, N., & Norwich, B. (2004). Pupils’ perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools. British Journal of Educational Psychology, 74, 411–435.
   PubMed Web of Science ®Google Scholar
• Kirby, M. (2017). Implicit assumptions in special education policy: Promoting full inclusion for students with learning disabilities. Child & Youth Care Forum, 46(2), 175–191.
   Web of Science ®Google Scholar
• Kurth, J., Marks, S., & Bartz, J. (2016). Educating Students in Inclusive Classrooms. In M. L. Wehmeyer & K. A. Shogren (Eds.) Handbook of research-based practices for educating students with intellectual disability (pp. 274–295). London: Routledge.
   Google Scholar
• Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support For Learning, 22(1), 36–42.
   Google Scholar
• Lewis, A., & Crisp, R. J. (2004). Measuring social identity in the professional context of provision for pupils with SEN. School Psychology International, 25, (4), 404–421.
   Web of Science ®Google Scholar
• Lewis, A., & Norwich, B. (2005). Special teaching for special children? Pedagogies for inclusion. Maidenhead: Open University Press.
   Google Scholar
• Mallett, R., & Runswick-Cole, K. (2014). Approaching disability- critical issues and perspectives. London: Routledge.
   Google Scholar
• Martin, N. (2012). Disability identity–disability pride. Perspectives: Policy and Practice in Higher Education, 16(1), 14–18.
   Google Scholar
• Mayer, F. A. (2017). From stigma to empowermenT – A journey to reframe disability. In S. Halder & L. C. Assaf (Eds.), Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges (pp. 97–106). Cham: Springer.
   Google Scholar
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: Center for Applied Special Technology.
   Google Scholar
• Muncey, J., & Palmer, C. (1995). Dimensions of SEN: A non-categorical approach to special educational needs. British Journal of Special Education, 22(3), 125–128.
   Google Scholar
• Muster, C. (2017). There is No “Dis” in our abilities: Acknowledging the experience of the differently-abled community. In S. Halder & L. C. Assaf (Eds.), Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges (pp. 107–133). Cham: Springer.
   Google Scholar
• Norwich, B. (1999). The connotation of special education labels for professional in the field. British Journal of Special Education, 26, (4), 179–183.
   Google Scholar
• Norwich, B. (2007). Dilemmas of difference, inclusion and disability: International perspectives and future directions. London: Routledge.
   Google Scholar
• Norwich, B. (2008a). Dilemmas of difference, inclusion and disability. International perspectives and future directions. London: Routledge
   Google Scholar
• Norwich, B. (2008b). Dilemmas of difference, inclusion and disability: International perspectives on placement. European Journal of Special Needs Education, 23(4), 287–304.
   Google Scholar
• Norwich, B. (2008c). Perspectives and purposes of disability classification systems: Implications for teachers and curriculum and pedagogy. In L. Florian & M. McClaughlin (Eds.), Classification in special education (pp. 131–149). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Norwich, B. (2014). Categories of special educational needs. In L. Florian (ed.) Handbook of special education (2nd ed.) (pp.55–71). London: Sage Publications.
   Google Scholar
• Norwich, B., & Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 313–331.
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development (OECD) (2000). SEN education: Statistics and indicators. Paris: OECD.
   Google Scholar
• Peña, E. V., Stapleton, L. D., & Schaffer, L. M. (2016). Critical perspectives on disability identity. New Directions for Student Services, 154, 85–96.
   Google Scholar
• Phtiaka, H. (2008). Educating the other: A journey in Cyprus time and space. In L. Barton & F. Armstrrong (Eds.), Policy, experience and change: Cross-cultural reflections on inclusive education (Vol.4, pp. 147–161). Dordrecht: Springer.
   Google Scholar
• Pritchard, G., & Brodie, K. (2015). A family’s perspective on special educational needs and inclusion. In K. Brodie & K. Savage (Eds.) Inclusion and early years practice (pp. 75–92). Oxon: Routledge.
   Google Scholar
• Rahamin, L. (2004). From integration to inclusion: Using ICT to support learners with special educational needs in the ordinary classroom. In L. Florian & J. Hegarty (Eds.) ICT and special educational needs: A tool for inclusion (pp. 35–45). Maidenhead: Open University Press.
   Google Scholar
• Reinders, H. S., & Schalock, R. L. (2014). How organizations can enhance the quality of life of their clients and assess their results: The concept of QOL enhancement. American Journal on Intellectual and Developmental Disabilities, 119(4), 291–302.
   PubMedGoogle Scholar
• Retief, M., & Letšosa, R. (2018). Models of disability: A brief overview. HTS Teologiese Studies/Theological Studies, 74(1), 1–18.
   Google Scholar
• Roth, D., Barak, D., & Peretz, H. (2016). How stigma affects us: The voice of self-advocates. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 49–60). London: Macmillan Publishers Ltd.
   Google Scholar
• Scior, K. (2016). Toward understanding intellectual disability stigma: Introduction. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 3–14). London: Macmillan Publishers Ltd.
   Google Scholar
• Sheehan, R., & Ali, A. (2016). Self-stigma in people with intellectual disabilities. In K. Scior & S. Werner (Eds.), Intellectual disability and stigma: Stepping out from the margins (pp. 91–110). London: Macmillan Publishers Ltd.
   Google Scholar
• Shogren, K. A., Wehmeyer, M. L., Schalock, R. L., & Thompson, J. R. (2017). Reframing educational supports for students with intellectual disability through strengths-based approaches. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disabilities (pp. 17–30). New York, NY: Routledge.
   Google Scholar
• Slee, R. (2012). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education. 26(2),475–484.
   Google Scholar
• Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343–355.
   Web of Science ®Google Scholar
• Söder, M. (1989). Disability as a social construct: The labelling approach revisited. European Journal of Special Needs Education, 4(2), 117–129.
   Google Scholar
• Terzi, L. (2005). Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education, 39 (3), 443–459.
   Web of Science ®Google Scholar
• Test, D. W., Spooner, F., Holzberg, D., Robertson, C., Davis, L. L., Wehmeyer, M. L., & Shogren, K. A. (2016). Planning for other educational needs and community-based instruction. In M. L. Wehmeyer & K. A. Shogren (Eds.) Handbook of research-based practices for educating students with intellectual disability (pp. 130–150). Oxon: Routledge.
   Google Scholar
• Thomas, G., & Loxley, A. (2001). Deconstructing special education and constructing inclusion. Maidenhead: Open University Press.
   Google Scholar
• Tobbell, J., & Lawthom, R. (2005). Dispensing with labels: Enabling children and professionals to share a community of practice. Educational and Child Psychology, 22(3), 89–97.
   Google Scholar
• Tomlinson, S. (2012). A sociology of special education. London: Routledge & Kegan Paul.
   Google Scholar
• United Nations. (1989). United Nations convention on the rights of the child. New York, NY: Author.
   Google Scholar
• United Nations Educational Scientific and Cultural Organisation (UNESCO). (1994). The salamanca statement and framework for action on special needs education. Available at: www.unesco.org/education/pdf/SALAMANCA_E.PDF
   Google Scholar
• United Nations General Assembly. (2007). Convention on the Rights of Persons with Disabilities: resolution/adopted by the General Assembly, 24 January 2007, A/RES/61/106. Retrieved from: http://www.refworld.org/docid/45f973632.html
   Google Scholar
• Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18 (3), 137–146.
   Google Scholar
• Vignoles, A. (2015). Special educational needs. In R. Cassen, S. McNally, & A. Vignoles (Eds.). Making a difference in education: What the evidence says, pp. 135–154. London: Routledge
   Google Scholar
• Wedell, K. (2003). What’s in the label? British Journal of Special Education, 30 (2), 107.
   Google Scholar
• Wedell, K. (2008). Evolving Dilemmas about Categorisation. In L. Florian & M. J. McLaughlin (Eds.), Disability classification in education (pp. 47–64). California: Corwin Press.
   Google Scholar
• Wehmeyer, M. L., & Smith, J. D. (2017). Historical understandings of intellectual disability and the emergence of special education. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disabilities (pp. 3–16). New York, NY: Routledge.
   Google Scholar
• Wood, K. (2004). International perspectives: The USA and the pacific Rim. ‘Self-assessment of relationships with peers in children with intellectual disability’. Journal of Intellectual Disability Research. 45(3),202–211.
   Google Scholar
• World Health Organization (WHO). (2016). Disabilities. Retrieved from: http://www.who.int/topics/disabilities/en
   Google Scholar