The placement of a child, especially a black child, in a class for mental retardation on the basis of a purely psychometric criterion cannot be tolerated. The use of a multi-dimensional assessment model is suggested, involving diagnosis in several areas of functioning: physiological, academic achievement, intellectual functioning, perceptual, and…

Chronometric methods of cognitive assessment of learning disabled students which measure speed of response to elementary cognitive tasks requiring minimal prior knowledge are discussed. Chronometric techniques known to correlate with IQ and other indexes of mental efficiency and scholastic proficiency are described. (Author/DB)

The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the…

The process of educational therapy is described in a sequence of phases identified as exploration, experimentation, reflection, and working through. The workings of this process are explained through the use of a case study. (CT)

Various testing methods have been developed to assess the intellectual functioning of children with learning disabilities, but testing is only one tool in the comprehensive process of assessment. The alternatives to relying exclusively on intelligence testing include ability tests, individual education plans, and beginning the teaching/programing…

This report synthesizes the key themes and ideas discussed at two 1-day workshops addressing issues in the use of IQ tests in special education evaluation and placement. The first section considers the background and legal context of the issue. The next section looks at IQ tests in school settings. Key ideas raised include the importance of never…