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.