Some educators - and parents - sincerely believe that children's learning needs should be met as they arise in the classroom and that it is not necessary to spend additional time in the early years of primary education investigating the factors that led to these needs arisiing. Some also believe that identification of e.g. dyslexia at an early age will result in a child being 'labelled' and that support strategies will be limited by the label.
However, many other educators - and parents - disagree with this and insist that identification of the factors that contribute to a child experiencing difficulties is not labelling - but is essential so that the most appropriate support can be provided.
It is possible to understand the arguments on both sides - but is seems to me that it is the professionals (and parents) who turn the identification of e.g. dyslexia into a label for their own convenience. If the individual needs of a child are clearly identified as early as possible, then it will surely be easier to select the most appropriate interventions and support strategies to meet these needs - especially if interventions and strategies are not labelled for use with specific conditions.