Learner Categories in Modern Education Systems: Help or Hindrance?

The value of learner categories has been the subject of significant debate, with some prominent examples including ADHD, dyslexia, and autism. Whether these categories positively or negatively affect their education is a matter of debate among educators (Davis, 2008). This essay holds that in the British education system, learner classification has a predominantly negative impact on individuals with learning disabilities. However, if different learning disabilities are approached with more diverse and flexible treatment methods based on classification, the existence of learner categories can still play a specific value. To explore this topic further, the paper will first examine three distinct perspectives on learner categorization: medical, sociological, and biophony-sociological. Subsequently, this paper will then examine how these views on learner categorization are represented in the UK education system through two specific learner categories, autism and dyslexia, and the role these categories play in education.. Finally, this paper will discuss why learner categorization cannot and should not be avoided.

The first perspective on learner classification is through a medical lens, where specific categories of learners who experience difficulties in learning are identified. In the medical context, each disease has its own history and is considered an independent entity. Researchers classify patients based on their characteristics and try to derive certain rules in the behavior of patients. To some extent, it can predict and intervene in the disease (Broome, 2007) (in this paper, it refers to the difficulties encountered by some learners in the education process). Similarly, learning disabilities are studied from the perspective of genetics and neurology, where their eating habits and family history are examined to determine whether there is a biological basis for their demonstrated learning disabilities. However, it should be noted that there is no explicit finding that the brains of people with learning disabilities share certain features that distinguish them from their learning counterparts. In other words, it is not feasible to solely identify and classify learners from the perspective of neuroscience and other medicine (Davis, 2008).

The second perspective on learner classification is the sociological view, which asserts such classification is a product of social construction and cannot reflect objective facts. Some scholars argue that certain learning disabilities are created in a specific social context (Ramkers, 2006). For example, in the case of ADHD, which has attracted widespread attention, individuals labeled as having ADHD are affected in how they live their lives, interact with society,, and are treated by relevant educational institutions (Hacking, 2006). Once a person with a learning disability is categorized, the lifestyle may change to some extent, and societal responses play a significant role in this reagard. For instance, when individuals are classified as ADHD patients, the educational methods of schools and teachers, the parents' attitude, and students' living habits may be impacted. Therefore, both the classification results and the classification process can influence the self-perception and social interaction of individuals with learning disabilities (Davis, 2008).

The third view on learner classification is the biophony-social perspective, which differs from the previous two views. It emphasizes that educators should change the educational environment and improve the educational experience of students with learning disabilities, or change students through various means to enable them to participate better. This allows them to participate better (Cooper, 2008). This approach aims to foster more inclusive educators, deepen their understanding of diverse educational environments, and better support people with learning disabilities (Hernandez and Health, 2006).

From a medical perspective, clear diagnostic categories for the reading-impaired population are not available, and it is challenging to define specific classification criteria.. Moreover, the types of reading difficulties exhibited by dyslexic patients are so broad that it is difficult to quantify. Unlike some specific pathological features, regular readers also encounter these symptoms at certain stages of their development of reading level. Neuroscience and psychology do not have specific methods to accurately identify dyslexia (Elliot and Gibbs 2008). Consequently, an exclusion approach is adopted to define dyslexia, which encompasses individuals who cannot read despite the absence of average intelligence, economic and educational disadvantage, and other physical or neurological disabilities (Lyon, 1995). The problem with this definition is that it excludes students who are dyslexic and come from disadvantaged backgrounds or with physical disabilities (Bento and Pearl, 1978). 

In 1999, the definition of dyslexia in the UK was expanded to include difficulties in reading fluently or spelling accurately (Reason et al, 1999). From a sociocultural perspective, dyslexia can be seen as a social construct. The definition of dyslexia is still associated with negative perceptions of limited ability and worth (Gumperz, 2006). In the UK, where schools are evaluated by student achievement, literacy and reading ability are closely linked to academic performance. Learners classified as having dyslexia may perceive themselves as being responsible for their poor academic performance, which can make it challenging for them to integrate fully into school.. In this way, classifying learners with dyslexia may do more harm than good to education more. Scholars have suggested that instead of trying to identify and isolate dyslexia, help should be provided to all children who experience reading difficulties. This assistance includes providing multisensory instruction, creating a library for dyslexic children, and improving school support policies (Riddick, 2006). In the current situation where entirely accurately identifying dyslexia learners is difficult, it seems a more reasonable option to use resources to support all children who experience difficulties in reading and spelling (Elliot and Gibbs, 2008). Although the concept of dyslexia is often misinterpreted as a lack of intelligence or a disability of ability, dyslexia as a theory is well-established. Completely avoiding the concept in education in the short term may be difficult to implement as institutions and workers with financial interests related to dyslexia may raise objections. Moreover, individuals diagnosed with dyslexia may selfinternalize the concept long after it has disappeared as dyslexia may have deeply affected their self-perception and the way they interact with the world. However, teachers, parents, and relevant personnel can strengthen their understanding of the implied discriminatory meaning of dyslexia in the training and learn how to avoid such discrimination when formulation policies, which is worth the efforts in the future (Collinson, 2019).

Although ADHD is one of the most studied psychobiological disorders, the cause of the condition still seems to be incompletely determined. Some scholars have proposed that ADHD can be approached and treated from three levels: medical, psychosocial, and educational. According to this view. ADHD, as a behavioral manifestation, is influenced by both biology and environmental factors (Purdie, Hattie and Carroll, 2002). In other words, underlying the largely socially constructed notion of autism, specific individuals may be more likely to be defined as having ADHD based on their biological inheritance, family and social environment (Cooper, 1997). In the UK, ADHD is often diagnosed by asking parents, teachers, and children to fill out scales and be assessed by doctors or clinical psychologists (Fitzgerald, Bellgrove and Gill, 2007), rather than through purely pathological examination. This makes it feasible to study the classification of ADHD from a biopsychosocial perspective.

For learners who are classified as having learning disabilities, the negative assumptions and values of society implied by this category can have a negative impact on their education. In the case of ADHD, the diagnosis of ADHD is based on the premise that there is a specific standard of student behavior and performance in a typical classroom. In the UK, the teacher-oriented and curriculum centered educational structure requires students to adhere to a series of lesson plans within a set period (Sage, 2002). In comparison, some children are diagnosed with ADHD because it is challenging for them to comply with these criteria, which creates added pressure. The reason for these problems is not the diagnosis of ADHD per se. However, the current response of children with ADHD in the UK education system does not consider individual differences and needs. From the perspective of a biopsychological society, a more inclusive learning environment can be shaped through the understanding of ADHD, training, and education practitioners to encourage ADHD patients to participate better in learning (Cooper, 2008). Proven effective measures include increasing opportunities for oral discussion through group discussions and reducing external distractions such as noise. These interventions can help improve students' self-satisfaction and learning outcomes and reduce their impulsive behavior in the classroom (Goldstein and Brooks, 2007).

Exploring learner categorization from medical, sociological, and biopsychological perspectives reveals the negative effects of learner categorization in the education system. Some scholars have proposed that the education system should refrain from using learner categories (Elliot and Gibbs, 2008). However, this paper argues that it is neither feasible or reasonable to eliminate learner categories altogether in the short term.

From a feasibility point of view, as discussed above, complete prohibition of learner classification would face resistance from institutions, staff, and policymakers who have a stake in it. In addition, some learners who have been classified have been affected by the category. The change in self-identity and lifestyle brought about by the disappearance of classification makes it difficult for them to adapt (Collinson, 2019).

A complete refusal to discuss differences between learners also leads to a degree of unfairness regarding rationality. That is to say, if in pursuit of absolute fairness, the same educational methods and resources are provided to all students without considering individual differences, then those students who are more disadvantaged in some aspects will be ignored and marginalized in the education system, and another kind of unfairness will be produced. (Cigman and Davis, 2009). According to one parent, the help and support her two sons received after the diagnosis of autism helped her to reduce the stress of parenting and to realize that some of her children's abnormal behaviors were for a reason (Moore, 2008).

It is worth noting that although learner category has its value, its negative impact must be addressed. This requires education practitioners and schools to treat these categories carefully, create a more inclusive environment, and consider the individual factors and circumstances of different learning disabilities to support them better (Cigman and Davis, 2009).

In summary, from a medical perspective, there is currently no clear pathological way to identify different learning disabilities (Davis, 2008). From a sociological perspective, the categories of learners are largely the result of social construction (Ramkers, 2006). From a biopsychosocial point of view, the development and identification of learning disabilities are the result of biological and sociocultural interactions (Cooper, 2008). Furthermore, arbitrary definitions of dyslexia may result in the neglect of individuals with learning disabilities from disadvantaged backgrounds (Bento and Pearl, 1978). However, the discriminatory meaning implied by dyslexia itself can aggravate the stress of learners with dyslexia in education (Riddick, 2006). This requires schools and parents to consciously avoid such discrimination in the future and reduce the harm to dyslexic learners (Collinson, 2019).

For people with ADHD, the school's unchanging response often leads to a continued deterioration of the educational experience of diagnosed students. Schools and teachers can improve teaching methods and environments to better suit ADHD learners (Goldstein and Brooks, 2007). Although the negative impact of the learner category is significant, it still has the necessity and value of existence. In order to give full play to the value of the learner category and improve the educational experience of different learners, schools, parents, and education-related personnel should try to avoid the negative implications implicit in the category of learning disabilities in the future and create an educational environment that is more flexible, inclusive and takes into account the individual needs of different learners (Cigman and Davis, 2009).

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