The existence of individual differences in cognitive aptitude for learning from instruction is the most longstanding, well-established fact in educational psychology. Indeed, in virtually every classroom, it is common for teachers to observe that some students struggle to acquire certain knowledge and skills, while others learn that same material quickly and with ease. Intelligence tests were originally developed to improve educational efficiency by identifying children and youth who were at risk for educational failure. Such tests were used to classify students to fixed educational structures on the basis of general intellectual ability. This chapter reviews the current status of intelligence testing in the schools. It defines intelligence, its structure, and distribution, and discusses the origins of individual differences in intelligence and its malleability. The chapter examines how intelligence is measured and how tests of intelligence are used in the schools. It concludes with a discussion of intelligence and social justice.

There is a considerable need to educate school personnel, parents, legislators, and the general public about the value of school psychological services. This chapter provides an overview of the field of school psychology. In particular, it defines the profession, describes the ways in which school psychology differs from other related professions, presents the 10 domains of the National Association of School Psychologists (NASP) Practice Model, and describes the typical roles and functions of school psychologists in the schools. The NASP Practice Model provides a comprehensive framework for conceptualizing service delivery in school psychology. The NASP Practice Model is referenced frequently throughout the remainder of the book; thus, the figure provided in this chapter may assist readers in understanding how various components of practice are interrelated. The chapter defines the term social justice and multiculturalism, and presents a rationale for the orientation of this book.