An examination of the relationship between labelling and stigmatisation with special reference to dyslexia

In this chapter it is argued that although labelling can lead to stigmatisation this is not always the case. Evidence is presented to demonstrate that stigmatisation can take place in the absence of formal labelling or stigmatisation can precede labelling. Most of the evidence presented is from two...

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Bibliographic Details
Published inAddressing Difficulties in Literacy Development pp. 303 - 319
Main Author Riddick, Barbara
Format Book Chapter
LanguageEnglish
Published Routledge 2002
Edition1
Subjects
Secretary Of State
Eric
Vice Versa
Term Dyslexia
Informal Labels
Hidden Impairment
Reading Disorder
NFER Test
Family Literacy
South Auckland
Label Dyslexia
Parent Professional Partnerships
Previous Developmental Studies
Hidden Disability
QCA
Specific Learning Difficulties
R Ea
Family Literacy Programmes
Low Progress Readers
Dyslexic Children
Severe Specific Learning Difficulties
Severe Motor Difficulties
Free School Meal Status
Wider Issues
Formal Label
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Summary:In this chapter it is argued that although labelling can lead to stigmatisation this is not always the case. Evidence is presented to demonstrate that stigmatisation can take place in the absence of formal labelling or stigmatisation can precede labelling. Most of the evidence presented is from two interview studies, one with 27 children and the other with 16 adults. It is suggested that further deconstruction of the labelling process is necessary, and that factors such as whether labels are formal or informal, private or public need to be taken into account. Finally, it is proposed that labelling can be considered at many levels of analysis from the personal to the political and that a coherent framework that integrates these different levels of analysis is needed.
ISBN:9780415289030
0415289033
0415289025
9780415289023
DOI:10.4324/9781315015712-23