> a set of non-evidential assumptions about their mental development I think if you look at the best evidence we have (IQ), it does support the general idea th

> a set of non-evidential assumptions about their mental development I think if you look at the best evidence we have (IQ), it does support the general idea that there are a set of "un-smart" kids. But that depends on the definition of smart. If you're a teacher of a subject in which IQ is a predictor then why not treat individuals differently?