Abstract
It is critically important that speech-language pathologists understand the difference between educational identification of a speech-language impairment under the Individuals with Disabilities Education Act (IDEA) and the procedures used for a clinical determination of speech or language impairment. The authors review variations in terminology, federal and state regulations, and state, local, and professional guidance. Federal evaluation requirements and examples of differing state requirements are provided along with evidence-based recommendations for comprehensive assessment of students.
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