An interesting report came out this week that found discrepancies between IQ test scores of children with high functioning autism and their academic achievement, a finding that raises broader questions about how intelligence is measured.

Essentially, researchers found that children with high functioning autism were often more capable in school than their IQ tests suggested, while some were less capable, according to Disability Scoop.

“What we found was astounding: 27 out of the 30 children — that’s 90 percent — had discrepancies between their IQ score and scores on at least one of the academic achievement tests,” said Annette Estes, a research assistant professor at the University of Washington’s Autism Center and one of the study authors. – Disability Scoop, “True Smarts Of Kids With Autism Often Differ From IQ.” 11/13/10.

The study focused on children with high functioning autism, and intellectual ability is often a good barometer of academic achievement among the general population, researchers point out in their report.

Still, the results raise questions about how we measure intelligence and how those measurements influence both early learning and K-12 education. If there are questions about the accuracy of IQ tests in predicting school success among high-functioning children with autism, are there other important disconnects between measurements of intellect and academic potential?

The research is a powerful reminder of the need to keep working to make assessments of students’ abilities more accurate, so they can receive support and learn in classroom settings that help them reach their potential.

The other issue is that we continue to learn more about the potential of students with autism – researchers reported the percentage of individuals with autism who have average to above average intelligence could reach as high as 70 percent. These developments are increasingly important because the population of children diagnosed with autism exploded in recent years to 1 in 110, according to estimates released by the Centers for Disease Control.

The better we can measure the abilities of all students the more effectively educators can design classrooms, curricula and teaching methods.

Check out both the Disability Scoop story and the full report.