| Abstrakt: |
This article studies the psychological and educational tests used to evaluate exceptional children in the U.S. The emphasis is placed on the types of measures usually used by school psychologists for purposes of identification and for planning of instruction. A research which reviewed a number of studies using the Wechsler Intelligence Scale for Children with mental retardates concluded that the measure does not have sufficient floor for the severely retarded, the validity is not unpromising, it is not effective as a diagnostic instrument, and short forms of the test are not closely correlated with the whole test. The Illinois Test of Psycholinguistic Abilities is cited for showing promise in the diagnosis of learning problems. In reviewing the literature concerned with the differential diagnosis of hearing disorders, the difficulty in diagnosis exists because auditory disorders may be associated with impairment of the peripheral hearing mechanism, central nervous system involvement, emotional disturbance, and mental deficiency. |
