ABSTRACT
In this chapter, the authors wall expand on how traditional individual IQ tests can be administered and interpreted in nontraditional ways to improve the identification of gifted children who are in academic need. It also will recommend ways to identity those with academic promise. Individual IQ tests have seen their most extensive use in education as part of comprehensive evaluations for special education services. Programming for special needs children with deficits has been planned only after comprehensive testing, with individual IQ tests providing the gold standard for assessment oi cognitive strengths and weaknesses. Gifted children are viewed as special needs students in many states because regular curriculum and instructional approaches typically do not meet their needs. Both traditional and nontraditional assessments may miss twice-exceptional children who only may be located by unconventional analysis of IQ tests.
