AN ANALYSIS OF LABELS FOR PEOPLE WITH LEARNING-DISABILITIES

There have been many changes in the terminology used to describe peopl e with learning disabilities in recent years. One of the arguments for 'new' terms is their more positive connotations. This claim was inves tigated in a study in which sixth-form pupils (age 16-19) completed se mantic differentials for contemporary and older labels referring to le arning disabilities. Apart from the label 'exceptional', all had very similar negative connotations. The problems arising from using denotat ive terms inaccurately in order to foster more positive images of indi viduals with learning disabilities are briefly discussed. Alternative ways of deciding between labels are suggested.