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and weaknesses first-hand.

Once a child is assigned a label, those involved in his medical, psychological and educational development tend to accept it as a correct diagnosis and, therefore, fail to look for other sources or solutions. Children who have been labeled with learning disabilities have later been found to have poor hearing or eyesight by conscientious and caring professions who cared enough to question labels and to look for alternative causes. Through various types of intervention, a child may have improved to the point that the label does not accurately reflect their condition or behavior.

Johnny's self-worth and security is undermined by the educational system and the child accepts the label whether it is accurate or not. The child lowers his own expectations for what he can accomplish, and learns to also blame himself or his disorder.

Harmful labeling of children's behavior or intelligence does not stop with learning disabilities. Children labeled as "gifted" or that score high on IQ tests often face elevated expectations from our school systems. Failure to meet those expectations may result in a poor self image or other more complex emotional problems.

These disability labels have been allowed to define the human being. People see only the negative associated with the symptoms of the disability, rather than seeing the individual as a person. They have been allowed to inflict long-term harm to the emotional well-being of many children.

Unfortunately, the labels will continue to exist, but we must insist that professionals learn to see the child and their individual needs first. As parents, we must insist that those directly involved with our children's development look beyond the labels.

Learn more about this author, Debra Herring.
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