Abstract

The Wechsler Intelligence Scale for Children (WISC-V) is widely used around the world, being the basis for the intellectual assessment of elementary, middle and high students. In Chile, since the approval of Decree 170, its use and purpose are regulated in the context of special education. Unfortunately, the information provided by the WISC-V focuses its judgments on identifying medical diagnostics, which is counterproductive to the meaning of the current inclusion policy. The aim of this paper is to present an adaptation of the WISC-V interpretation model by Flanagan and Alfonso (2017). Theoretical concepts of this approach were reviewed and then applied to two elementary case studies. It is concluded that this model promotes the educational application of the assessment results drawing out educational adjustment. In our country there are no other frames of reference for the educational interpretation, therefore this adaptation will contribute to the future practices.