The assessment of cognitive ability in students with the most severe disabilities presents a challenge to the clinicians who are charged with this task. This article is the second of a two-part series that summarizes what is currently known about effective assessment of the cognitive ability of students with significant impairments in order to improve service delivery to them. Part 1 presented background information and addressed assessment of cognitive ability in individuals with visual and hearing impairments. Part 2 summarizes the professional literature examining a variety of tests of cognitive ability that can be used with students with language impairments, motor impairments, and significant intellectual disabilities. [For Part 1, see EJ991790.]