Is the Moratorium over? African American Psychology Professionals' Views on Intelligence Testing in Response to Changes to Federal Policy

Autor/inn/en	Graves, Scott; Mitchell, Angela
Titel	Is the Moratorium over? African American Psychology Professionals' Views on Intelligence Testing in Response to Changes to Federal Policy
Quelle	In: Journal of Black Psychology, 37 (2011) 4, S.407-425 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798410394177
Schlagwörter	African American Students; African American Children; Intelligence; Intervention; School Psychologists; Learning Disabilities; Testing; Disproportionate Representation; Intelligence Tests; Counselor Attitudes; Well Being; Student Placement; Special Education; Educational Policy + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Intelligenz; Klugheit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Learning handicap; Lernbehinderung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Well-being; Wellness; Wohlbefinden; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik
Abstract	Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to give an overview of these changes and how they will affect the assessment of African American children. A national sample of African American psychology professionals was surveyed, and the majority indicated that response to intervention (RTI) methodologies alone are not sufficient for special education placement. In addition, there was uncertainty if RTI procedures will reduce African American disproportionality in special education. Results are discussed in terms of the need to increase the number of intervention articles that include African American children and recruiting more African American school psychologists. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10