ISSN 1034-912X (Print); ISSN 1465-346X (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Inclusive Assessment and Accountability: Policy to evidence-based practices
Davies, Michael; Elliott, Stephen N.
Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States
Elliott, Stephen N.; Davies, Michael; Kettler, Ryan J.
Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A decade of work toward optimal access for US students with disabilities 2001–2011
Weigert, Susan C.
Meeting the Curricular Challenges of Inclusive Assessment: The role of alignment, opportunity to learn, and student engagement
Kurz, Alexander; Talapatra, Devadrita; Roach, Andrew T.
Testing Accommodations: Theory and research to inform practice
Kettler, Ryan J.
Implementing an Alternate Assessment based on Modified Academic Achievement Standards: When policy meets practice
Lemons, Christopher J.; Kloo, Amanda; Zigmond, Naomi; Fulmer, Deborah; Lupp, Lynda
Accessible Reading Assessments for Students with Disabilities
Abedi, Jamal; Bayley, Robert; Ewers, Nancy; Mundhenk, Kimberly; Leon, Seth; Kao, Jenny; Herman, Joan
Accessibility Theory for Enhancing the Validity of Test Results for Students with Special Needs
Beddow, Peter A.
The Complexity of Partnerships in Personalisation
Roberts, Carly A.; Machalicek, Wendy
Fun and Games: Connecting for learning
Baker, Lynne M.
Improving disabled students’ learning: experiences and outcomes
Thinking globally acting locally: a personal journey