shift in focus one, which took a school-based perspective. Public Law 94-142 was eventually renamed the Individuals with Disabilities Education Act (IDEA) in 1990. The Individuals with Disabilities Act resulted in discussion and debate over three main issues calling for educational reform. The first of these issues is the effectiveness of traditional educational approaches to meet the unusual educational needs of students. In addition to effectiveness of traditional educational approaches is the adequacy of intelligence test for diagnosing learning disabilities. The last of these issues is the effectiveness for deciding who gets remedial services besides the effectiveness of the test for developing a suitable intervention plan. This fairly recent educational reform changes the focus of the debate away from characteristics of the test (e.g. are the items biased, or can reliable second order factors be derived from a particular battery) towards an outcomes criterion (e.g. what happens to an individual as a result of individual abilities measure) (Reschly 1997). Consequently great consideration need be given to the process of identifying and treating learning difficulties, being the process itself can have major implications for students and their future in education. It is important to consider the nature of intelligence and the effectiveness of I.Q. tests being it has a great unarticulated and implicit impact on educational and social policy. Browne-Miller stated that to the degree that this force remains unrecognized, implicit, its effects are unpredictable and uncontrollable. Policy that is based on ambiguous and unspecified assumptions has ambiguous and potentially damaging consequences (Kranzler 1997). Valid estimates of psychometric g or general ability construct may be derived from individually administered intelligence tests. These estimates are considered to be a persons global level of cognitive functioning. Empirical...
