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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Don't understand why FSIQ would not be considered an accurate representation. In our test, neuropsych felt that FSIQ could be considered accurate measure. My child's processing speed is a bit lower than OP with FSIQ one point higher.

What was explained to me is that [b]the deviation between ability and scores is what matters. [/b]That's what we are discussing with school.[/quote]

Can you explain this to me please or elaborate more on what this means?[/quote]

Most special education evaluations involve 4 primary components--a speech/language eval, a psychological eval, an educational eval, and a social history.  The psychological evaluation involves assessments that measure a student's ability--their IQ, their intellectual strengths and possible areas of challenge (verbal, analytical, critical thinking, etc).

The educational assessments measure what a student has learned--their academic achievement, or the academic knowledge that they can demonstrate.

Both scores are compared to peers of the same age or grade level.  If the ability scores significantly higher than the achievement scores, there is a question as to why the student is not performing better in school.  When ability (IQ, intellectual ability) scores are average or above, but the student is failing or struggling in school, there may be a learning disability or some other issue preventing them from applying that ability to school tasks.

Many school districts are moving away from a strict discrepancy model for eligibility, however, and choose to include a variety of measures to determine eligibility, such as work samples, observations, behavior ratings, etc.[/quote]

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