2003 - SSAAM

Guidelines for Cognitive Evaluation
June, 2003
Students with cognitive disabilities who are able to meet the goals and objectives or
outcomes of the regular curriculum; and
Students whose cognitive disabilities are so significant that they need individualized
programming to meet their unique learning requirements.
No specific IQ score was given as a cut-off criterion indicating significant cognitive
disability in the provincial document.
The Psychology Department of Child Guidance Clinic interpreted the provincial
guidelines for "M" designation to be consistent with the DSM-IV standard for
"significantly sub average intellectual functioning," i.e., IQ range = 65 to 75 or lower
(Inter-Office Memorandum, January, 1999). In this context, the term was intended to
describe children who meet the criteria for a diagnosis of Mental Retardation. Thus, the
practices required by the American Association on Mental deficiency (Grossman, 1983)
apply. The diagnosis of Mental Retardation can only be made by a qualified medical or
mental health professional and MUST include an assessment of both intellectual potential
and adaptive functioning. "Significantly low performance on a measure of general
intellectual ability, such as the WISC-III, is a necessary part of any diagnosis of Mental
Retardation, but it is not sufficient in itself to establish the diagnosis. The most
accurate diagnosis will emerge from the use of multiple sources of information and
include information on how the child functions at home, in school and in the community"
(Wechsler, 1991 emphasis added).
However, the provincial guidelines also state that the decision to provide a student with
curriculum modifications should be made on a case-by-case basis and should involve
collaboration among the in-school team (i.e., teachers, principal, guidance counsellor),
the support team (i.e., psychologist, reading clinician, speech-language pathologist, OT,
etc.), and the parent/guardian. It is expected that this team will consider all of the factors
related to a student's profile and how these factors are impacting the student's academic
functioning in making their decision. Thus, a school team may determine that a
student with an IQ score higher than the formal cut-off for Mental Retardation with
significant deficits or impairments in adaptive functioning, and whose academic
functioning is severely hindered, is eligible for a modified course designation (taken
from letter to Rudy Ambtman from John Carlyle, Deputy Minister of Education, April 20,
1999).
As critical members of the collaborative decision-making team, Psychologists are
responsible for presenting an accurate picture of the child's intellectual abilities, along
with other relevant data (i.e., school, home and community adaptive functioning). Under
no circumstances should a child receive a diagnosis or label (e.g., Mentally Retarded,
Significant Cognitive Disability) or should an I.Q. range be attributed to a child unless the
data support such an attribution.