If there is no label, then schools/teachers tend to see the weaknesses as laziness, oppositional behavior by the child, or whatever, (and penalize the child accordingly) rather than a disability that needs supports and remediation. So a child with dysgraphia, for instance, can improve if they are given assistance with writing, and they will need modifications in the classroom. Some good teachers recognize the disability without it being labeled, and offer assistance, but I think this is the exception rather than the norm and you need to work with each individual teacher and explain it to them, and hope that they comply with your suggestions. As more and more teachers become involved with the child, it's not exactly an ideal situation. With a 504/IEP/label, it's right there in black and white. Child has X, you need to do Y.
