ABSTRACT
There is no doubt that labels can be very helpful and can be benefi cial to students and parents as well as the teachers. They can provide a centre focus for the teacher and help with the main task of identifying the specifi c needs of the student and accommodating these needs within the curriculum. The changing social and historical context of education however has meant that a common national framework for education of most children has been developed and is centrally controlled. This applies to literacy and numeracy in particular and often government policies on these aspects take a midline approach and may not accommodate these children who need specialised approaches.
