Understanding Diagnosis and Labelling in Healthcare

Diagnosis refers to the process of determining the condition or disease that provides an explanation for an individual`s signs and symptoms. Typically, the information required for a diagnosis is collected from an individual`s history and also from their physical examination (Jevon, 2011). Often diagnosis is challenging as there are numerous signs and symptoms that are nonspecific and only licensed health professionals can undertake it. In the sense of diagnostic procedure, a diagnosis could be viewed as an attempt at classifying the condition of an individual into separate and distinct categories allowing for the making of medical decisions in relation to treatment and prognosis (Aletaha and Smolen, 2018). Labelling on the other hand involves the use labels in description of individuals in words or short phrases. The labelling theory describes the labelling of individuals for purposes of controlling and identifying deviant behaviours. Solvang (2007), argues that labelling plays an important role in communication. The use of the term, is however, often aimed at highlighting the fact that the label is a description whose application happens from the outside and not something intrinsic to whatever is being labelled. The intention behind doing this is to provoke discussions on what the description is, for purposes of rejecting particular labels, and rejecting entire ideas that the labelled thing could possibly be described in just short phrases (Knauf, 2019).

Early diagnosis of disabilities enables early treatment, which increases the likelihood of individuals and school going children to reach their full potential (Lagae, 2008). In addition to helping children to reach their full potential academically, early diagnosis also prevents the development of low-esteem and behaviour related problems that would immensely hamper their learning abilities. In the absence of early diagnosis, the potential of developing the necessary skills required to lead a normal and successful life as adults, are reduced to a large extent. Diagnosis also leads to better understanding. It becomes possible to explain unexplained behaviours and that acts as a huge relief to individuals and families and also significantly eliminates stress (Aaron, Joshi and Gooden, 2008).

On the other hand, labelling a child with a disability facilitates the individualisation of education programs. Teachers can use the information on the disability for purposes of helping the students to learn by making use of their limitations as guides (Dymond et al. 2010). After the identification of a student, it becomes possible to provide them with an individualised education program that is designed such that it meets their unique needs. Labelling, also enables provision of extra services that they would have otherwise not been able to receive. For instance in a school scenario, students could be able to receive instruction in a learning support room at a pace that is suitable for them. Also, by labelling individuals as disabled, they get help that puts them in a better place to remediate the problem they have (Alexander-Passe, 2015). Receiving instructions that are based on what students need, plays an important role in facilitating the excelling and success of the students. Teachers and other support staff become better equipped to teach the children in ways that ensure learning by having a grasp and understanding of each student’s disability.

However, labelling at times works to the disadvantage of those who are labelled. There are different laws that have been put in place that are meant to ensure that the people who are disabled are not discriminated against. Labelling however, lowers the self-esteem of the labelled individuals. Those who get labelled often doubt themselves and for students, they end up feeling like they are not able to do well in school or are not smart enough (Thomson, 2012). Labelling also places students at the risk of being made fun of by their peers because they are different. That makes it way harder for them to make friends, and they are also made vulnerable to bullying and other forms of mistreatment.

Traditionally, the students with specific disabilities have been segregated from mainstream school practices into separate learning environments. In education, it is a fact that providing appropriate educational needs for children with disabilities has been a common issue. The proponents for segregated classrooms, argue that these classrooms have been designed specifically such that they cater for the different incapacities of students with special disabilities (Jenkinson, 2012). Through this segregation, the students are able to benefit from the segregated system as they are able to apply curriculums that are designed specifically with special children in mind. In addition, by attending classrooms, with other students who are disabled, disabled students enhance their self-esteem and also confidence. Also, through segregation, security and sufficient support for the special students are assured (Williams et al. 2015).

There are however, different concerns that are brought about by segregation of special needs students. These have been generalised into three main points including, the academic achievement of students, the detrimental effects that labelling children as having disabilities and placing them outside mainstream has, and the recent advances in individually paced curricular, through which, it is possible to accommodate disabled students within regular classrooms (Hadley, 2011). In addition, it is widely argued that when children are exposed to ordinary education settings, that becomes the most effective way of equipping the children to be increasingly supportive adults in the future. Segregation does not only have an effect on students, but their teachers are also isolated by the settings. Under isolation, teachers teaching competencies also become limited too. Inclusion of students with disabilities into mainstream classrooms has numerous benefits which are bordered on the maximisation of learning experiences (Elder et al. 2019). Given the significance of this, it is suggested that students with special disabilities need to be integrated into normal education settings. That should, however, only happen with the reorganisation of ordinary schools, such that the different mainstream schools have the capabilities of accommodating all students regardless of their disabilities. That goes a long way in making it certain that all learners belong to a single community. It is worth noting that the concentration of inclusion should always be focused on discussing values. Therefore, the principle behind inclusion has its basis on the broad agenda of human rights, and there is clear emphasis that any form of segregation is not morally appropriate (Dixon, 2005).

Furthermore, while the inclusion of students with disabilities into mainstream schools could have its disadvantages, these various disadvantages could possibly be resolved through offering training to educators. Training enhances teacher`s capabilities and also facilitates the building of positive attitudes towards the including the students with disabilities. There is need for the different individuals who are involved in the learning environments, including, school administrators, educators, and parents to actively coordinate with one another to enable better development of their children (Giangreco, 2010). In addition, it is also important that educational systems avoid constricting themselves to established practices and norms. Instead, adaptation of education should be on the basis of the disabled student’s needs and correctly conceptualising their disabilities.

One of the key reasons why gifted children demonstrate a range of different inappropriate behaviours is because they have difficulties in following instructions and often fail to complete their assignments. These children are independent learners and could choose not to fulfil the requirements of their assignments as they do not see the need of doing the same (Edwards, 2009). They could also resort to using their own approaches to solve problems and could possibly even by side-tracked by such ideas that they consider to be more interesting when compared to doing their homework. Often, that leads to them being reprimanded by their teachers. Another reason is that being gifted is often accompanied by asynchronous development in relation to maturity. What that implies is that while these children could be extremely intelligent, they often face difficulties with managing their emotions, and that has the potential of straining their relationships with their teachers and peers and often brings about inappropriate behaviours (Smith, 2017). These are children who can portray confidence discussing topics that are advanced for their levels and who also freely engage adults in conversations. They, however, do not always know how to interpret the information or make use of the information that they pick up on. Provision of coping strategies and the subsequent modelling of interactions could lower the risk that these gifted students could suffer negative consequences due to any emotional immaturity.

The gifted students also often struggle with learning disabilities. Dyslexia is quite common and this is a different way through which the brain processes language that often brings about problems in sounding out words and even spelling (Peer, 2013). Recognition of giftedness in children who are dyslexic would involve listening to the children`s oral vocabulary, observation of creativity and problem solving skills, noting a range of interests that is quite wide and advanced sense of humour. Helping the students with the development of their coping strategies plays an important role coupled with the provision of resources that facilitate the building of phonics knowledge and improvement of reading and writing abilities

Gifted children also commonly struggle with attention difficulties. These often include selective attention where they are able to focus on specific subjects that they have interests in but face challenges in following classroom lessons (Edwards, 2009). Completing schoolwork becomes difficult because of difficulties of keeping the brain on task and in those circumstances when hyperactivity grows into an issue, impulsivity comes about, coupled by outbursts when in school and even acting out. Behavioural therapy, otherwise known as behaviour modification would help these students with attention difficulties. Alairi and Faulkner (2010), recognise behavioural modification as being especially beneficial as a co-treatment for those children who take stimulant medications, and is attributed to even allowing the children to reduce their medication dosage.

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References

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Alamiri, F. and Faulkner, M., 2010. Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers' and Parents' Perceptions in a Saudi Arabian Primary School. Australasian Journal of Gifted Education, 19(1), p.6.

Aletaha, D. and Smolen, J.S., 2018. Diagnosis and management of rheumatoid arthritis: a review. Jama, 320(13), pp.1360-1372.

Alexander-Passe, N., 2015. The dyslexia experience: Difference, disclosure, labelling, discrimination and stigma. Asia Pacific Journal of Developmental Differences, 2(2), pp.202-233.

Dixon, S., 2005. Inclusion—Not segregation or integration is where a student with special needs belongs. The Journal of Educational Thought (JET)/Revue de La Pensée Éducative, pp.33-53.

Dymond, S., Bailey, R., Willner, P. and Parry, R., 2010. Symbol labelling improves advantageous decision-making on the Iowa Gambling Task in people with intellectual disabilities. Research in Developmental Disabilities, 31(2), pp.536-544.

Edwards, K., 2009. Misdiagnosis, the recent trend in thinking about gifted children with ADHD. Apex, 15(4), pp.29-44.

Giangreco, M.F., CARTER, E.W. and DOYLE, M.B., 2010. Supporting students with disabilities in inclusive classrooms: Personnel and peers. In Confronting Obstacles to Inclusion (pp. 265-282). Routledge.

Jenkinson, J., 2012. Mainstream or special?: Educating students with disabilities. Routledge. Jevon, P. and BSc, P. eds., 2011. Clinical Diagnosis. Wiley-Blackwell.

Knauf, J., 2019. Labelling of Disabled Refugees. Espacios transnacionales: revista latinoamericana-europea de pensamiento y acción social, 6(12), pp.88-97.

Lagae, L., 2008. Learning disabilities: definitions, epidemiology, diagnosis, and intervention strategies. Pediatric Clinics of North America, 55(6), pp.1259-1268.

Peer, L., 2013, December. Gifted and talented children with dyslexia. In Meeting the social and emotional needs of gifted and talented children (pp. 79-93). David Fulton Publishers.

Smith, S., 2017. Responding to the unique social and emotional learning needs of gifted Australian students. In Social and emotional learning in Australia and the Asia-Pacific (pp. 147-166). Springer, Singapore.

Solvang, P., 2007. Developing an ambivalence perspective on medical labelling in education: case dyslexia. International studies in sociology of education, 17(1-2), pp.79-94.

Thomson, M.M., 2012. Labelling and self‐esteem: does labelling exceptional students impact their self‐esteem?. Support for Learning, 27(4), pp.158-165.

Williams, J., Pazey, B., Fall, A.M., Yates, J.R. and Roberts, G.J., 2015. Avoiding the threat: An exploratory study into a theoretical understanding of the de facto segregation of students with disabilities. NASSP Bulletin, 99(3), pp.233-253.