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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.
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.
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