A Special Education Paper...BORING

[MamaBush]

[size=3][font=Times New Roman][color=magenta]Problem Statement[/color][/font][/size]

[size=3][font=Times New Roman][color=magenta] Labeling students as learning disabled and subsequently placing those students in special education programs based on intelligence test scores alone is not only unfair to those students, but it is also a self-defeating stigma on those students as well. While the number of special education students placed in the most restrictive environment of residential treatment facilities and other self-contained schools represents a low percentage of the United States special education students, the majority of these students are labeled as learning disabled based on intelligence test scores they received while receiving treatment in psychiatric hospitals. A child suffering from major depression, homicidal thoughts and/or behaviors, bipolar disorder, conduct disorder, suicidal thoughts and/or behaviors, chemical addictions and/or a myriad of other emotional and/or behavioral disorders should not be expected to perform well on intelligence tests until they are emotionally and/or behaviorally stabilized. Submitting a child to intelligence testing at their initial psychiatric hospitalization within days of their admittance is not a fair or just indicator of their intelligence potential. [/color][/font][/size]

[font='Times New Roman'][color=#000000][color=magenta] In addition to intelligence tests being unfairly administered to psychiatrically hospitalized children, questions remain as to what is the proper method of raising a child’s I.Q. test score? Does a child’s environment and/or genetics determine their intelligence level, and how can a person raise their I.Q. score if their intelligence is genetically determined? Can some children in residential treatment facilities and self-contained classrooms increase their I.Q. scores based on receiving proper educational instruction and being placed in a more safe and structured environment? Research demonstrates that answering the aforementioned questions depends on your school[/color] of [/color][/font]

[MamaBush]

[size=3][font=Times New Roman][color=magenta]thought and background, which means, there doesn’t seem to be any definitive answers, but simply more research and speculation as to how accurate the submitted data is. [/color][/font][/size]

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[size=3][font=Times New Roman][color=magenta]Context[/color][/font][/size]

[size=3][font=Times New Roman][color=magenta] Intelligence testing was historically devised by Alfred Binet when the French government wanted a means in which to differentiate intellectually normal children from children who were inferior, thus giving the French government a purpose to place intellectually inferior students in special schools (Strydom, DuPlessis, 2000) (Ralph, n.d.) (APA Monitor, 1999). According to Strydom and DuPlessis, Alfred Binet had reservations surrounding the use and/or possible abuse of the intelligence test he devised. Strydom and DuPlessis wrote that Alfred Binet “feared that I.Q. measurement would be used to condemn a child to a permanent ‘condition’ of stupidity, thereby negatively affecting his or her education and livelihood”. Additionally, Strydom and DuPlessis wrote that Binet’s scale of intelligence testing, “assumed on importance and respectability out of proportion to its actual value”. Strydom and DuPlessis based this assumption on some of Alfred Binet’s own writings in which he reported that some individuals felt that a child’s intelligence is fixed and cannot be improved upon nor increased.[/color][/font][/size]

[font='Times New Roman'][color=magenta] Despite the position of some individuals that a child’s intelligence is a fixed and static entity, intelligence scores have been shown to increase with some children, dependant on a person’s state of mind at the time of testing, having received improved educational opportunities, and/or being in a safer and more structured environment (Thinkquest, n.d.). Alondra Oubry (2002) utilized electroencephalogram biofeedback[/color][/font]

[MamaBush]

[size=3][font=Times New Roman][color=magenta]also known as neurotherapy, to nineteen children ages eight to nineteen years, and found that ten of the subjects had significant post-test I.Q. score increases based on the I.Q. test scores those individuals received two years prior. Oubry pointed out that when the children who received electroencephalogram biofeedback were compared to children who received psychotropic medications; those receiving the biofeedback were able to sustain the increase in their intelligence scores, whereas, when the children on psychotropic medications stopped taking the medication, their intelligence scores went back to pre-treatment levels. Oubry brought to light the ability for some children to not only increase their intelligence scores, but to maintain them as well. [/color][/font][/size]

[size=3][font=Times New Roman][color=magenta] After examining the I.Q. scores of ten residential students placed in self contained classrooms in a school utilized for special education students only, this writer found that all ten of the students’ I.Q. scores had increased from their initial I.Q. scores conducted when these students were initially hospitalized in psychiatric hospitals. While some I.Q. test scores did not increase by a significant amount, others increased by such a significant amount that the special education label of learning disabled had been removed from their individual education plans and child review reports. The races of the children from the residential facility did not appear to be a contributing factor when examining the I.Q. test scores. It must be noted that both the incoming and current I.Q. scores are representing the full scale I.Q. test scores only. The most significant I.Q. score increase was 40 points, while the lowest was increased by one point (See chart page 15).[/color][/font][/size]

[font='Times New Roman'][color=magenta] Without thorough research, this writer cannot say whether or not the I.Q. score improvements of the above mentioned students are due to them being in a safe and structured environment, if the increases are due to the stabilization of their psychiatric [/color][/font]

[MamaBush]

SHALL I GO ON???




THERE'S 18 MORE PAGES....not including the "works cited" pages

[elmtree]

[font=Book Antiqua][size=3][color=seagreen]I've got dozens of those stored on some old floppys and my old Hewlett Packard. [/color][/size][/font]

[font=Book Antiqua][size=3][color=#2e8b57]That'd be from my former life as an ICF house manager.:( [/color][/size][/font]

[elmtree]

[font=Comic Sans MS][size=3][color=darkorange]Almost forgot all the goddamn college texts too:cry: [/color][/size][/font]

[MamaBush]

ya....so you want some more???



this is my punishment essay.....at least I do them!!

I'm not like another member here (who shall remain nameless) *guy above me*
who refuses to take care of his obligations....I'M TRUSTWORTHY

[i`m a wannabe]

i think you have done your 1000 words

[zokah]

[QUOTE=MamaBush]SHALL I GO ON???




THERE'S 18 MORE PAGES....not including the "works cited" pages[/QUOTE]

I found it interesting but I'll let you know if I want you to continue later. I've printed it out for teh missus to read, funnily enuff she's involved with a similar type study following 4 children in residential care thru the school year over the full their primary education years 1 to 6 and it's currently in it's 4th year.
I'm not sure of the full details but I know they are trying 2 different methods of education.

[MamaBush]

well, like I said, I have 18 more pages

[i`m a wannabe]

if you wanna cut and paste go right ahead

[MamaBush]

hmmmm.....I'll think about it. However, I don't think my graphs will show up here...which means I would have to save those pages and put them here as attachments.

[zokah]

I should warn you that this site is still being checked by the bot that searches for plagurism. I don't want it reporting you over your own work, it could cause problems you don't need

[i`m a wannabe]

being reported for your own work...how funny is that

[MamaBush]

ha..so ya wants for me to post my "works cited" page?

[zokah]

if ya gonna put any more up it's a good idea to CYA


























specially for the guys around here when xens about

[MamaBush]

what's CYA?

[i`m a wannabe]

maybe zokie is posting in code

[MamaBush]

[color=magenta]ha....works cited pages: :lol: [/color]
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[color=#ff00ff][size=3][color=#000000][font=Times New Roman]Citations[/font][/color][/size]

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[size=3][color=#000000][font=Times New Roman]APA Monitor (1999). Controversy follows psychological testing. Retrieved March [/font][/color][/size]

[color=#000000][size=3][font=Times New Roman] O1, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.aga.org/monitor/dec99/ss4.html[/color][/size][/font] (http://www.aga.org/monitor/dec99/ss4.html)

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[color=#000000][size=3][font=Times New Roman]APA Monitor (2001). New model of iq development accounts for ways that even small environmental changes can have a big impact, while still crediting the influence of genes. Retrieved February 23, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.apa.org/journals/features/rev1082346.pdf[/color][/size][/font] (http://www.apa.org/journals/features/rev1082346.pdf)

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[color=#000000][size=3][font=Times New Roman]Boston Review (1995/1996). Race, genes, and iq. Retrieved February 20, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.bostonreview.net/BR20.6/block.html[/color][/size][/font] (http://www.bostonreview.net/BR20.6/block.html)

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[color=#000000][size=3][font=Times New Roman]Heckers, F. (n.d.). Has testing gone too far? Retrieved March 01, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.child.com/kids/reading/education/iq.jsp?page=1[/color][/size][/font] (http://www.child.com/kids/reading/education/iq.jsp?page=1)

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[color=#000000][size=3][font=Times New Roman]Hitchens, C. (1994). Minority report. Retrieved March 01, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://search.epnet.com/login/aspx?direct=true&db=afh&an=9411157769[/color][/size][/font] (http://search.epnet.com/login/aspx?direct=true&db=afh&an=9411157769)

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[color=#000000][size=3][font=Times New Roman]Lamb, K. (1993). Seligman’s “a question of intelligence: The iq debate in America. Retrieved March 01, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.mugu.com/cgi-bin/upstream/issues/psychology/iq/lamb.html[/color][/size][/font] (http://www.mugu.com/cgi-bin/upstream/issues/psychology/iq/lamb.html)

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[color=#000000][size=3][font=Times New Roman]Ledger, L. (n.d.). Cultural bias in iq testing. Retrieved February 15, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.liberalartsandcrafts.net/contentcatalog/social/bias/shtml[/color][/size][/font] (http://www.liberalartsandcrafts.net/contentcatalog/social/bias/shtml)

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[color=#000000][size=3][font=Times New Roman]Nagcbritain (n.d.). Intelligence and intelligence testing. Retrieved February 02, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.nagcbritain.org.uk/giftedness/iq_test_def.html[/color][/size][/font] (http://www.nagcbritain.org.uk/giftedness/iq_test_def.html)

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[color=#000000][size=3][font=Times New Roman]Oubrey, A. (2002). Eeg neurofeedback for treating psychiatric disorders. Retrieved March 02, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.psychiatrictimes.com/p020268.html[/color][/size][/font] (http://www.psychiatrictimes.com/p020268.html)

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[MamaBush]

[color=magenta]oh wow......that looks cool :D [/color]
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[color=#ff00ff][color=#000000][size=3][font=Times New Roman]PBS Organization (1998). Why is iq testing still around? Retrieved March 03, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]www.pbs.org/newshour/forum/april98/iq01.html[/color][/size][/font] (http://www.pbs.org/newshour/forum/april98/iq01.html)

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[color=#000000][size=3][font=Times New Roman]Psychology Matters Organization (n.d.). Intelligence and achievement testing: Is the half full glass getting fuller? Retrieved February 27, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.psychologymatters.org/iqtesting.html[/color][/size][/font] (http://www.psychologymatters.org/iqtesting.html)

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[color=#000000][size=3][font=Times New Roman]Ralph, W. (n.d.). Explanation of iq tests. Retrieved March 02, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.4therapy.com/professional/research/item.php?uniqueid=6926&catego ryid=5016[/color][/size][/font] (http://www.4therapy.com/professional/research/item.php?uniqueid=6926&categoryid=5016)

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[color=#000000][size=3][font=Times New Roman]Richter, J. (2003). New thinking on children, poverty & iq. Retrieved March 01, 2005 from National Louis University. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.connectforkids.org/article/new_thinking_on_children_poverty_iq[/color][/size][/font] (http://www.connectforkids.org/article/new_thinking_on_children_poverty_iq)

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[color=#000000][size=3][font=Times New Roman]Strydom, J., & DuPlessis, S. (2000). I.Q. test: Where does it come from and what does it mean? Retrieved March 05. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.audioblox2000.com/dyslexia_dyslexic/dyslexia014lhtm[/color][/size][/font] (http://www.audioblox2000.com/dyslexia_dyslexic/dyslexia014lhtm)

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[color=#000000][size=3][font=Times New Roman]Strydom, J., & DuPlessis, S. (2003). The role of genetics in iq and intelligence. Retrieved February 26, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://iq-test.learninginfo.org/iq03.htm[/color][/size][/font] (http://iq-test.learninginfo.org/iq03.htm)

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[color=#000000][size=3][font=Times New Roman]Thinkquest (n.d.). Measuring intelligence. Retrieved March 01, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.library.thinkquest.org/C0005704/content_la_intel_measuring.php3[/color][/size][/font] (http://www.library.thinkquest.org/C0005704/content_la_intel_measuring.php3)

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[color=#000000][size=3][font=Times New Roman]Turkheimer, E. (n.d.). Socioeconomic status modifies heritability of iq in young children. Retrieved March 02, 2005. Web site: [/font][/size][/color][font=Times New Roman][size=3][color=#0000ff]http://www.psychologicalscience.org/journals/index.cfm?journals=ps&content=ps /archive[/color][/size][/font] (http://www.psychologicalscience.org/journals/index.cfm?journals=ps&content=ps/archive)

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[font=Times New Roman][size=3][color=#000000]Interviews[/color][/size][/font]

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[font=Times New Roman][size=3][color=#000000]Jernigan, Christina/name changed (School Psychologist) Interviewed 2-11-2005.[/color][/size][/font]

[font=Times New Roman][size=3][color=#000000]Williams, Alice/name changed (Psychiatric Adolescent Social Worker) Interviewed 2- 22-2005.[/color][/size][/font]

[font=Times New Roman][size=3][color=#000000]Female Student/16 years of age (Angrydale Academy School) Interviewed 2-25-2005.[/color][/size][/font]

[font=Times New Roman][size=3][color=#000000]Female Student/15 years of age (Angrydale Academy School) Interviewed 2-25-2005.[/color][/size][/font]

[font=Times New Roman][size=3][color=#000000]Male Student/14 years of age (Angrydale Academy School) Interviewed 2-25-2005.[/color][/size][/font]

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[i`m a wannabe]

wow mama put some effort into all that

[xen]

CYA = cover your a$$

[zokah]

[QUOTE=MamaBush]what's CYA?[/QUOTE]

Cover Your Ass

[MamaBush]

and I covered it last night




had it uncovered unti Xen said he couldn't come over

[i`m a wannabe]

xen needs one of them japanese poopy dolls