THE ROLE OF IQ IN SPECIAL-EDUCATION PLACEMENT DECISIONS - PRIMARY ANDDETERMINATIVE OR PERIPHERAL AND INCONSEQUENTIAL

The role oi IQ in arriving oi placement decisions in special education was portrayed In the 1972 Lorry P. case as ''primary and determinativ e'' by Judge Peckham. In the present paper the evidence bearing on tha t portrayal-both past and present-of the emphasis placed on IQ is revi ewed. Although IQ is central to state education codes and their criter ia for certifying a child as eligible for special education as mentall y retarded or learning disabled, the evidence shows that many children exhibiting psychometric scores that would make them eligible are neve r referred and, if referred, are not placed in the state-sanctioned di sability category for which they qualify psychometrically. Evidence fr om ongoing research on classification of children is presented that fa ils to support the position that IQ is weighted heavily in arriving at eligibility and placement decisions. in fact, the evidence suggests t hat absolute low achievement seems far more definitive than IQ scores or discrepancies between IQ and standardized achievement. We conclude that IQ has not been, and is not currently, primary and determinative in fact, the evidence suggests that it Is peripheral to placement deci sions.