Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students'…

Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

The author reviews research to show that the Wechsler Scales (the Wechsler Intelligence Scale for Children, the Wechsler Intelligence Scale for Children-Revised, and the Wechsler Adult Intelligence Scale) can be grossly unrepresentative of the general population in identifying mental retardation. (CL)

A review of the literature regarding the utility of Wechsler Intelligence Scale for Children-Revised (WISC-R) with learning disabled (LD) students was conducted. It is concluded that the WISC-R can be an adjunct to LD diagnosis and one step in educational planning for the LD student. (Author)

Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative…

Reviews the use of IQ scores in determining special education placement. It argues that although IQ is central to state education codes and their eligibility criteria for special education, the evidence shows that many children exhibiting psychometric scores that would make them eligible are never referred. (Author/CR)

This paper discusses the characteristics, identification, and curriculum needs of gifted students who also have learning disabilities. Three different subgroups of twice-exceptional students are described: (1) students who have been identified as gifted yet are exhibiting difficulties in school; (2) students identified as having learning…

This paper reviews the literature on assessment bias issues in special education. While assessment instruments yielding a single IQ score are seen as useful components in a comprehensive multifactored assessment, and are the primary tool of diagnosis for mental retardation, they are found to be irrelevant when applied to students with learning…

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…