Even with an IQ of 51, studies are progressing faster than in a regular class

At the time of the summer in the senior year of kindergarten, the IQ was 51. Both I and the teacher in charge of the test at the city's developmental support center (who was in charge of home developmental guidance during the middle year of kindergarten) think that the compatibility with the intelligence test was poor.

This is because the developmental tests taken until then only showed a delay of a few months.

In the test taken around the age of 3 when we started going to the center, we were told there was a delay of about a year, but thanks to developmental support, development had progressed.

However, the intelligence test placed more weight on language comprehension and language expression, which are Tsumugi's weak areas, rather than testing the number-based problems she is good at, or her memory and concentration.

She answered 'I forgot' to the questions asked. I think she didn't know how to answer in the way specified for the test. In the developmental support session immediately after the test, when I asked by changing the phrasing, she was able to answer easily.

The Board of Education also seemed surprised when they saw Tsumugi come for a trial in the support class, as she could do more than her IQ suggested.

In fact, even now, regarding learning, she is ahead of the regular classes in the same school. The intellectual support class provides instruction tailored to each individual's progress, even for children in the same grade. As of the end of June, Tsumugi was learning the scope that would be covered in the second term in regular classes. According to the communication notebook, she has been 'progressing at an incredible speed' since then as well.

She originally had a high motivation for learning, and she would finish a month's worth of correspondence education textbooks in one day, so we had to add optional teaching materials.

Bad test results do not equal inability. At my previous workplace, there was someone who could speak English well, but they said their TOEIC score was in the 400s. Conversely, I have a TOEIC score of 890 but cannot speak it at all. I can read and write, but I was worried that if people thought 'You have this score, so you must be able to speak it' (even if I denied it, they would think I was being modest), so I was hesitant about whether to write it on my resume when job hunting.

The point is that because there are times when compatibility with a test is good or bad, a person's ability cannot be measured by a test. Judging mechanically by scores is easy but a very dangerous act; people with high skills might not be able to go to a place that suits them just because their test results were bad, or conversely, they might end up in a place beyond their skills just because their test results were good, and suffer.

Judging by test scores looks rational, but I think it causes mismatches, leads to people suffering, and creates the trouble of transfers, reassignments, and job changes.

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