The difficulty of obtaining adequate measures of intellectual and educational abilities in school-aged children with language impairments has long been a concern for educators. This report proposes a cooperative assessment strategy that serves to assist the interdisciplinary psychoeducational evaluation and planning team to function as a unit when assessing the student with a known or suspected language impairment by (a) agreeing on a theoretical framework that will guide the assessment process, (b) cooperating in planning an assessment strategy, (c) raising questions that should be answered during the assessment process, and (d) making cooperative decisions regarding test interpretation. Issues regarding operationalization of the concept are also discussed.
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