Week 5

            Intelligence has often seemed a very strange term to me.  Although, I was certainly aware of the differing abilities a person may have, I have found it difficult to say what intelligence actually is.  I was relieved to see through our readings that I do not stand alone in that confusion.  I was amazed at the various ways over the years that scholars and theorists have attempted to define that very illusive and yet prevalent term.  As a parent, I have heard it bandied around, particularly in terms of tracking students and affording them certain opportunities.  This has been particularly true in terms of gifted placement.  Having moved several times to different states with my children it has been interesting to see how the various places dealt with the assessment of intelligence and placement in gifted programs.  Some assessed in kindergarten and then placed students in a separate gifted class, where they would remain until reaching junior high school.  Others waited until the later elementary years, and pulled students out for special classes based on teacher recommendation and achievement tests.  Others had school psychologists complete an extensive test battery at the request of a teacher.  And if a student met a certain number they were in a gifted program for the rest of their tenure in the school system.  Some schools recognized a student’s designation from another district while others found it necessary to conduct their own investigation into the intelligence of the student.  While some programs were essential to some of my children, and others were more of an interesting experience but not of utmost importance, my overall impression of this process of intelligence determination was a mixed affair.  In almost all cases, intelligence assessments and labeling students as gifted created a well-known elite in the school system.  Neither my children not I found this to be a helpful thing for students within or outside the “group”.  Labels have a way of defining people.  And yes, one might say the same is true of AP, honors classes, and tracked courses.  But those distinctions have more fluidity with various students being able to move in and out of them by choice, interest, and work ethic.  Those types of groupings are more reflective of what one chooses to do rather than a label of who one is.  On the other hand, the gifted label whether given or not given, can stay with students for may years and can be quite powerful in inspiring or limiting a student’s academic success.  Because the assessment of intelligence, and the concomitant labeling that ensues can be so powerful, any assessment of intelligence should proceed with great care. And sometimes I wonder how useful it is at all.  Although I realize intelligence assessments can be used in many contexts, I am most familiar with their use in gifted placement.  Gifted programs can be a lifesaver for some students, but I do have concerns about districts that rely extensively on a gateway number on an intelligence test rather than a more holistic assessment of whether a student needs a specialized education due to their needs which may be more on the outside edges of the bell curve.

Drummond, R. J. and Jones, K. (2010). Assessment Procedures for Counselors and Helping Professionals. Upper Saddle River, New Jersey: Pearson Education, Inc.