Early labeling of children

Abstract

The issue of labeling young children identified as at risk for academic failure is explored in this article. The author, while strongly supporting early identification and treatment efforts, discusses limitations of using both the generic label “at risk” and the specific categorical label “learning disability” with such children. An orientation to assessment which yields information pertaining to abilities, skills, and knowledge directly related to later academic functioning is recommended. Such assessment is conducted for the purpose of delineating specific strengths and concerns in preacademic behaviors rather than to classify children using diagnostic labels.