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Intelligence and the Individuals with Disabilities Education Act

Department of Psychological Science, Claremont McKenna College, Claremont, CA 91711, USA
Received: 4 October 2019 / Revised: 7 November 2019 / Accepted: 10 November 2019 / Published: 21 November 2019
(This article belongs to the Special Issue Intelligence and Education)
One of the stated purposes of this Special Issue is to “discuss when and why intelligence has disappeared” in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed. View Full-Text
Keywords: IDEA; special education; group differences in intelligence; Larry P. v Riles IDEA; special education; group differences in intelligence; Larry P. v Riles
MDPI and ACS Style

Kanaya, T. Intelligence and the Individuals with Disabilities Education Act. J. Intell. 2019, 7, 24. https://doi.org/10.3390/jintelligence7040024

AMA Style

Kanaya T. Intelligence and the Individuals with Disabilities Education Act. Journal of Intelligence. 2019; 7(4):24. https://doi.org/10.3390/jintelligence7040024

Chicago/Turabian Style

Kanaya, Tomoe. 2019. "Intelligence and the Individuals with Disabilities Education Act" Journal of Intelligence 7, no. 4: 24. https://doi.org/10.3390/jintelligence7040024

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