WHAT IS SO SPECIAL ABOUT IQ - THE LIMITED EXPLANATORY POWER OF COGNITIVE-ABILITIES IN THE REAL-WORLD OF SPECIAL-EDUCATION

In a recent article in the American Psychologist Detterman and Thompso n (1997) not only claimed that there is nothing special about special education, but also contended that a primary emphasis on cognitive abi lities is needed in order to improve the effectiveness of instruction of children with disabilities. In this article we analyze their critic isms and respond to their examples of ''failed'' special education. Th e effectiveness of current instructional techniques for children with disabilities is contrasted with cognitive approaches. The historical b asis of special education is also examined. Assumptions about the actu al significance of intelligence testing and cognitive approaches to in struction are questioned in regard to children in special education wh o present with a wide range of physical, social, emotional, and behavi oral characteristics.