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DECEMBER 2004

ADVERTORIAL:
Labels: The Good, the Bad and the Ugly

I am always amazed as an educator and parent when someone calls me and, in the course of the conversation say’s “I had my child tested but I haven’t told them or the school anything because I don’t want them to be labeled.” I’m simply flabbergasted. If you went to a doctor, took a bunch of tests and then never found out the results you would assume the worst. So do our children. They label themselves, and the label they use is “stupid.”

Labels are productive when they result in needed services and better understanding of your child/student or yourself. Labels are bad when as educator’s, parents’ we take a short cut and allow the label to become an excuse. Recently a parent told me her teen had cheated on a test and got caught. A friend of his/her advised trying a sob story so the teenager told the teacher that he/she was learning disabled and that was why they had cheated. WRONG–the cheating resulted from taking the easy way out and unfortunately having a learning disability, often means having to work harder instead of putting out less effort. Learning Disabled children are not lazy, but a lack of success, self-knowledge and acceptance can lead to work avoidance.

Labels become ugly when they are used to bully or put someone down. By not helping you child accept whop they are and take responsibility for their learning, they are made vulnerable. You also allow your child (student) to believe they are dumb which is very hurtful and will ultimately exacerbate the academic problems and cause emotional ones. Help yourself and your child accept who they are by getting solid information, gaining information your self so that you can communicate with your child and their teachers, seek help and then everyone can move forward.

The Sterling School is a special education grade school located at 299 Pacific Street in Brooklyn. Ruth Aberman is the Director. For more information about the school or the author go to www.sterlingschool.com or call 718-625-3502.

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