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Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

Exercises are key components of assessment centers (ACs). However, little is known about the nature and determinants of AC exercise performance. The traditional exercise paradigm primarily emphasizes the need to simulate task, social, and organizational demands in AC exercises. This chapter draws on trait activation theory in proposing a new AC exercise paradigm. First, we develop a theoretical framework that addresses the complexity of situational characteristics of AC exercises as determinants of AC performance. Second, we argue for planting multiple stimuli within exercises as a structured means of eliciting candidate behavior. Third, we show how the new paradigm also has key insights for the rating part of ACs, namely, in selecting dimensions, designing behavioral checklists, screening assessors, and training assessors. Finally, the impact of this new AC exercise paradigm is anticipated on important AC outcomes such as reliability, internal/external construct-related validity, criterion-related validity, assessee perceptions, and feedback effectiveness.

This chapter addresses assessment of students with disabilities. It begins with brief analyses of purposes of assessment, especially with regard to their uses in classrooms. Next, it discusses both formal and informal assessment techniques, focuses on performance-based assessment, authentic assessment, portfolios, self-assessment, response to intervention, and teacher evaluation and/or accountability. Embedded in these discussions are implications of assessments on students with disabilities.

The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied to inclusive practices, and the in-school and post-school outcomes when students have OTL. Research will be provided that supports positive in-school and post-school outcomes, when students are provided equitable learning opportunities in inclusive contexts. Given the difference in possible outcomes for students with ESN when they do and do not have OTL, excluding them from general education contexts, where they have the best access to the intended and enacted curricula, is both unethical and limiting to society as a whole.

Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and function in technology rich environments. Addressing numeracy from the early years of learning, and across all areas of the education curriculum, is key to lifelong learning and quality of life. Being numerate, however, is more than mathematical knowledge; the language that underpins it heavily impacts how we become numerate. This chapter examines numeracy, or mathematical literacy, investigating how literacy can include, and exclude, students from opportunities to learn at school and beyond. This chapter will also examine how numeracy can be used to provide access to educational curricula and personalised goals for students with diverse learning needs in ways that many have ignored.

Federal and state laws exert an important influence on the education of students with emotional and behavioral disorders. The most important of these laws is the Individuals with Disabilities Education Act. States and school districts must adhere to the requirements of IDEA when educating students with disabilities in special education programs. In addition to IDEA, other federal and state laws also affect special education programs for students with EBD. Two other important areas are laws that address (a) supervisory responsibilities of teachers of students with emotional and behavioral disorders and (b) issues of bullying in schools. The purpose of this chapter is to provide an overview of Individuals with Disabilities Education Act, and to examine the ways that this and other important laws affect the education of students with EBD and their teachers.

This chapter presents a synopsis of teaching students with disabilities and the qualities of schools that can enable effective teaching of all students, including those who have disabilities. A review of legal mandates that teachers must understand are outlined and serve as a framework encouraging interdisciplinary collaboration. This chapter seeks to inform the reader of the role of special educators and related professionals, including families, to improve school outcomes for students with disabilities.