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Intelligence and the Individuals with Disabilities Education Act.

¹Department of Psychological Science, Claremont McKenna College, Claremont, CA 91711, USA.

Journal of Intelligence

|November 27, 2019

Summary

Intelligence remains crucial in US public education, particularly for students with disabilities, due to the Individuals with Disabilities Education Act. However, inconsistent legal use of intelligence tests in special education decision-making persists.

Keywords:

IDEA Larry P. v Riles group differences in intelligence special education

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Area of Science:

Psychology
Education Policy
Disability Studies

Background:

The role of intelligence in education is debated, with some suggesting its diminished presence.
The Individuals with Disabilities Education Act (IDEA) mandates specific considerations for students with disabilities.
Intelligence testing has a complex history intertwined with educational and legal contexts.

Purpose of the Study:

To argue that intelligence remains integral to US public education.
To examine the inconsistent legal application of intelligence tests in special education.
To explore factors contributing to the varied use of intelligence tests.

Main Methods:

Legal case analysis
Policy review
Discussion of psychometric properties and methodological concerns

Main Results:

Intelligence testing continues to play a significant role in US public education, especially under IDEA.
The legal use of intelligence tests in special education is inconsistent across the U.S.
Court cases highlight challenges related to test psychometrics, racial equity, and policy differences.

Conclusions:

Intelligence is not absent but actively involved in US special education.
Inconsistent legal practices surrounding intelligence tests necessitate further examination.
Addressing psychometric, equity, and policy issues is crucial for fair special education decision-making.