Children born preterm, defined as children born prior to 37 weeks gestational age, are at increased risk for cognitive, academic, and social-emotional impairments and disability. The gap in performance between preterm children and full-term peers has been well-documented from the earliest stages of schooling well into adulthood. However, it has been shown that professionals who work with preterm children within the school setting have little knowledge about the long term negative sequalae of preterm birth. This dissertation provides a broad and thorough review of the literature on the academic, cognitive, and social-emotional outcomes of school-aged preterm children. It also provides school practitioners with a summary framework for the best practices when assessing a child born preterm for eligibility for special education services within the school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]