The Effects of IQ Scores on Special Education Teachers Expectations for Job Success of the Mildly Handicapped

Document Type

Graduate Project

Date of Award


Degree Name

Master of Education (MEd)



First Advisor

Dr. Glenn Madsen


The primary purpose of this study was to determine whether intellectual deficiency connotes vocational deficiency in programming decisions made by educational personnel who work with secondary age mildly handicapped students. The influence of the two levels of job difficulty and teacher attitude toward the importance of academic skills for job success on educators' judgements of vocational potential were also evaluated. Questionnaires were sent to 30 educators identified as "leaders" in secondary special education in the State of Washington. Analysis of the data revealed that educators rate the vocational potential of a mildly handicapped person with a high IQ (IQ= 80) as significantly greater than an individual with a low IQ (IQ= 52) even though both individuals have identical vocational skills.


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