| Abstract: | Discusses 2 main issues—overrepresentation of minorities in all types of special education classes and bias in IQ tests that allegedly underlies such placements. The author identifies implicit issues in the IQ controversy, analyzes the classification system and its effects, and gives an alternative interpretation of classification and placement data. It is concluded that it is not tests themselves but test use that leads to discriminatory placement. Reforms in assessment procedures and classification systems are suggested. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
