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1. Obstacles to Integrating Disabled Students in a "Two-Roof" Elementary School. (EJ399047)
Author(s):
Mercer, Jane R.; Denti, Lou
Source:
Exceptional Children, v56 n1 p30-38 Sep 1989
Pub Date:
1989-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive; Reports - Evaluative
Peer-Reviewed:
N/A
Descriptors: Disabilities; Educational Cooperation; Elementary Education; Institutional Cooperation; Interschool Communication; Intervention; Mainstreaming; Social Integration; Special Schools
Abstract: Described are efforts to integrate special and regular elementary-level students from two separate but adjacent facilities. Three years after the special school's opening, observational data and questionnaires revealed almost total segregation. Subsequently, an intensive intervention program generated promising, short-term movement toward integration, but there were few enduring effects. (Author/JDD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Ethnic Differences in IQ Scores: What Do They Mean? (A Response to Lloyd Dunn). (EJ391078)
Mercer, Jane R.
Hispanic Journal of Behavioral Sciences, v10 n3 p199-218 Sep 1988
1988-00-00
Journal Articles; Opinion Papers
Descriptors: Achievement Tests; Blacks; Children; Cultural Influences; Elementary Secondary Education; Ethnic Groups; Hispanic Americans; Intelligence; Intelligence Differences; Intelligence Quotient; Intelligence Tests; Nature Nurture Controversy; Opinion Papers; Scores; Test Bias; Test Norms
Abstract: Responds to Dunn's monograph on Hispanic-Anglo differences in IQ scores. Reviews studies of between-group variance in IQ scores for Blacks, Anglos, and Hispanics; concludes that sociocultural factors are major contributors to such variance. Presents an IQ assessment system that develops sociocultural norms via multiple regression. Contains 24 references. (Author/SV)
3. Research Report: A Cross-Cultural Perspective on Practical Intelligence. (EJ355119)
Journal of Educational Equity and Leadership, v7 n1 p78-83 Spr 1987
1987-00-00
Journal Articles; Reports - Research
Descriptors: Cognitive Processes; Cognitive Psychology; Cross Cultural Studies; Intelligence; Measurement Techniques; Research Methodology; Validity
Abstract: Questions the extent to which practical intelligence can be measured in a reliable and valid fashion cross-culturally. Differentiates between the internal validity of our measure of practical intelligence and its external validity. (LHW)
4. In Defense of Racially and Culturally Non-Discriminatory Assessment. (EJ200593)
School Psychology Digest, v8 n1 p89-115 Win 1979
1979-00-00
Journal Articles; Opinion Papers; Information Analyses
Descriptors: Culture Fair Tests; Educational Testing; Elementary Secondary Education; Exceptional Persons; Federal Regulation; Models; Test Bias; Test Construction; Test Interpretation; Test Reviews; Test Validity; Testing Problems; Testing Programs
Abstract: A defense of the System of Multicultural Pluralistic Assessment (SOMPA) in response to previous articles in this issue of this journal is presented by the test developer. The defense is detailed and addresses each previous article. (JKS)
5. Test "Validity,""Bias," and "Fairness": An Analysis from the Perspective of the Sociology of Knowledge. (EJ193373)
Interchange: A Journal of Educational Studies, v9 n1 p1-16 1978-79
1978-00-00
Descriptors: Cultural Background; Cultural Pluralism; Disadvantaged; Minority Groups; Political Socialization; Social Status; Test Bias; Test Validity
Abstract: Because the controversy over the fairness of knowledge testing is fundamentally a confrontation between the politically dominant Anglo-oriented groups and rising minorities, issues concerning the use and interpretation of tests are more likely to be settled in the political arena than in the educational arena. (JD)
6. A Policy Statement on Assessment Procedures and the Rights of Children (EJ093957)
Harvard Educational Review, 44, 1, 125-41, Feb 74
1974-00-00
Descriptors: Children; Civil Liberties; Definitions; Intelligence Quotient; Mental Retardation; Psychological Evaluation; Sampling; Sociocultural Patterns; Standardized Tests; Statistical Analysis
Abstract: The author discusses the findings of an eight-year study in which she explored school and agency classification procedures for children based on standardized intelligence tests. (Editor)
7. IQ: The Lethal Label (EJ071381)
Education Digest, 38, 5, 17-20, Jan 73
1973-00-00
Descriptors: Cognitive Development; Cultural Background; Definitions; Intelligence Quotient; Learning; Mental Retardation; Minority Group Children; Socioeconomic Background; Sociology; Surveys
Abstract: Survey indicates it is imperative that cultural differences are accounted for when assessing mental retardation, and the necessity for a proper evaluation of the IQ. (RK)
8. Sociocultural Factors in Labeling Mental Retardates (EJ037214)
Peabody Journal of Education, 48, 3, 188-203, Apr 71
1971-00-00
Descriptors: Anglo Americans; Intelligence Quotient; Interaction Process Analysis; Mental Retardation; Mexican Americans; Social Influences; Tables (Data)
Abstract:
9. Implications of Current Assessment Procedures for Mexican-American Children. Bilingual Education Paper Series, Vol. 1 No. 1, August 1977. (ED151124)
1977-08-00
Reports - Research
Descriptors: Accountability; Bilingual Students; Cross Cultural Studies; Cultural Traits; Culture Fair Tests; Educational Diagnosis; Intelligence Tests; Labeling (of Persons); Literature Reviews; Measurement Techniques; Mexican Americans; Standardized Tests; Test Bias
Abstract: Disproportionately large numbers of Mexican American children are labeled as mentally retarded by the public schools and placed in special education classes. Two explanatory hypotheses are discriminatory referral procedures and discriminatory clinical procedures. Findings from research conducted between 1963 and 1969 concerning these processes and procedures indicate that clinical assessment is the primary factor in disproportionate placement of Mexican American children in classes for the mentally retarded. The primary instrument used is the standardized individually administered intelligence test, i.e., the Stanford-Binet Intelligence Test, Form LM, or the Wechsler Intelligence Scale for Children (WISC). Failure to take cultural differences into account and failure to recognize the cultural biases in these tests are the primary reasons for disproportionately large numbers of Mexican American children being labeled as mentally retarded. The logic of the pluralistic evaluation of intelligence is based on a three-step process: identifying sociocultural characteristics correlated with IQ for Mexican American children; developing a sociocultural index for classifying children by family background; and interpreting the IQ against two normative standards--the standardized norms of the test as published in the test manuals and the pluralistic norms based on the distribution of scores for persons from comparable sociocultural backgrounds. (NQ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Cultural Diversity, Mental Retardation, and Assessment: The Case for Nonlabeling. (ED133404)
1976-08-27
Speeches/Meeting Papers
Descriptors: Academic Ability; Adolescents; Black Students; Cultural Pluralism; Educational Diagnosis; Elementary School Students; Measurement Techniques; Medical Evaluation; Mental Retardation; Mexican Americans; Minority Group Children; Preschool Children; Social Development; Test Construction; White Students
Abstract: The System of Multicultural Pluralistic Assessment (SOMPA) is designed for use in a culturally diverse society. The system was developed on 700 English-speaking caucasian children (hereafter called Anglos) from the anglo core culture, 700 black children, and 700 Latino Children (90 percent were of Mexican-American heritage) five through eleven years of age. The SOMPA is a system of assessment which triangulates the evaluation process. It looks at the child through a Medical Model and screens for possible anomalies indicated by the Health History, performance on the physical Dexterity Battery, or tests of Vision or Hearing. Using a Social System Model. It looks at the child's performances in family roles, nonacademic school roles, peer group roles, community roles, earner/consumer roles, self-maintenance roles, and academic school roles. Using a Puralistic Model, it evaluates the child's performance relative to others from the same sociocultural background and makes inferences about the child's Estimated Learning Potential. Through this process, it is hoped that the non-anglo child whose potential may be masked by the distance between the child's location in sociocultural space and the culture of the school will be identified. (Author/JM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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