I support this Supplemental Guidance for Evaluation and Eligibility. The document provides clarification of terms and procedures that can help improve the consistency of decision making across school districts in Virginia. When decisions are consistent, students with and without educational disabilities, are identified as such no matter where they live in Virginia.
I also echo the comments of other speech language pathologists stating that identifying cultural and dialect differences is essential in accurate identification of a student with a disability, rather than identifying a student with a disability when in reality they have a linguistic or cultural difference.
Special education services should be provided to students with educational disabilities so that they can reach their potential. But for students without educational disabilities, those same services would hinder them from reaching their potential.