Reflecting on Eligibility and Practice In many states eligibility for special education services is partly or wholly determined based on a process termed “cognitive referencing.” In cognitive referencing, a team of professionals examines evaluation data and identifies a student as learning disabled based on discrepancies or differences between a student’s cognitive (intelligence) and academic ... Article
Article  |   July 01, 2000
Reflecting on Eligibility and Practice
Author Affiliations & Notes
  • Kathleen C. Herrin
    Epping School District, Epping, NH
Article Information
Articles
Article   |   July 01, 2000
Reflecting on Eligibility and Practice
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 26-29. doi:10.1044/lle7.1.26
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 26-29. doi:10.1044/lle7.1.26
In many states eligibility for special education services is partly or wholly determined based on a process termed “cognitive referencing.” In cognitive referencing, a team of professionals examines evaluation data and identifies a student as learning disabled based on discrepancies or differences between a student’s cognitive (intelligence) and academic scores. When applying cognitive referencing in the speech-language field, the performance on cognitive testing is compared with that of language testing. Special education team members who decide eligibility may include a school psychologist, a speech-language pathologist, a classroom teacher, parents, a school district representative, and a learning disability specialist. State and federal laws and regulations guide the team’s decisions. Other authors for this issue of the Division 1 newsletter discuss current research that examines the accuracy of classifying a student as learning disabled based on such perceived discrepancies.
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