Labeling as a Sociocultural Process in Communicative Disorders

Abstract

To understand the impact of labeling and how it functions, this chapter discusses the social theory behind labeling and describes the role of labeling within the formalized diagnostic process, including some of the mechanisms employed to help establish the practice of assigning diagnostic labels for various perceived deviations. It also details some of the consequences of labeling via diagnostic categories in speech-language pathology. Treating labels as verification of intrinsic disability may also be based on the assumption that the source of all educational difficulties is related to causes that are intrinsic to students. This assumption is exacerbated by the general lack of familiarity that the public has with the principles of language and learning in academic, sociocultural, and communicative contexts.

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