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Intellectual Disabilities and Special Education

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1) Dealing with Intellectual Disabilities recommend assessments that need to be discontinued, and explain why they need to be discontinued.
2) Why and how a special education teacher should collaborate with parents and regular educators? Should parents be required to participate in the education process?

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1) Dealing with Intellectual Disabilities recommends assessments that need to be discontinued, and explain why they need to be discontinued.

Since the early 1900's, intellectual assessments have been used to identify students with mental retardation and learning disabilities. However, these tests have also been accused of being inaccurate and often bias at times. According to Benson (2003), some test takers are good at strategizing on the testing skills, and if so, it will not be a true measure of their intelligence level. As well, some students are disadvantaged due to gender, race, class, and culture. Also, these tests are accused of "...propagating the idea that people are born with an unchangeable endowment of intellectual potential that determines their success in life" (Benson 2003). Because of this, the PCESE (President's Commission on Excellence in Special Education as found in Benson 2003) recommended that the use of intelligence tests to determine if a student has a learning disability should be discontinued. This is because students are scored on these tests using an IQ achievement discrepancy model. Student who score lower than the determined score are labeled disabled. However, this model does not tell where the problem lies with the child ...

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This posting discusses special education and intellectual disabilities.

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Students with Intellectual Disabilities

As a current or future leader in special education, identify an educational level of interest such as elementary, middle, or high school. (Please use middle school)

Explain how you would structure special education services for students with intellectual disabilities in literacy and mathematics to provide learning support within both special education and inclusive, general education classroom settings. Include the instructional qualities and approaches you would want your special education teachers to possess and why you think those are important qualities and approaches.

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