The purpose of this study was to present the implications of ongoing discussions concerning disability labeling and grading on selection measures for students with special educational needs by analyzing these discussions through a literature review. To this end, 69 datasets, including books, theses, data from discussion sessions, and policy data, were gathered through a survey and the retrieval of academic materials. Using the collected data, disability labeling and grading-related discussions, as well as their backgrounds and implications, were analyzed. As a result of the analysis, a number of proposals were identified to improve the selection measures for students with special educational needs. First, the selection of students with special educational needs according to the degree of their disabilities should be avoided, and terms that can reduce students’ educational and social stigma, rather than disability labels, should be adopted. Second, a new classification system based on their specific educational needs is required to provide them with proper educational support. Third, in the process of analyzing and evaluating these students, a comprehensive assessment system, qualified workforce, and delivery system should be built in consideration of the content and scope of special education services and students’ various support needs. Fourth, if able-bodied individuals are included under the category of students with special educational needs in the future due to changes in the selection criteria, standards for supporting their special education expenses should also be created. Finally, with these recommendations as a foundation, the direction of selection measures for students with special educational needs should be discussed on a continuous basis.