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International Policies that Support Inclusive Assessment

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Handbook of Accessible Instruction and Testing Practices

Abstract

A number of macro-policy initiatives that support inclusive assessment have influenced international policies that promote access to inclusive assessment of students with disabilities. This chapter outlines these initiatives and then provides a framework to evaluate countries and their adherence to inclusive assessment policies and practices. Three countries – the United States, Australia, and mainland China – are then reviewed against this framework as examples of countries at different levels in their development and application of policy to achieve inclusive assessment from their own culture, interests, pressures, and priorities. These comparative cases are used to highlight strengths and weaknesses of systems and to explore how international advances can be made to improve legislation, policy, and practices related to inclusive assessment.

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Authors and Affiliations

  1. Education and Professional Studies, Griffith University, Brisbane, Australia

    Michael Davies

  2. Australian Institute of Professional Counsellors, Griffith University, Brisbane, Australia

    Michael Davies

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  1. Michael Davies
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Editors and Affiliations

  1. Arizona State University, Tempe, Arizona, USA

    Stephen N. Elliott

  2. Rutgers, The State University of New Jersey, Piscataway, New Jersey, USA

    Ryan J. Kettler

  3. Accessible Hope, LLC, Nashville, Tennessee, USA

    Peter A. Beddow

  4. Arizona State University, Tempe, Arizona, USA

    Alexander Kurz

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Davies, M. (2018). International Policies that Support Inclusive Assessment. In: Elliott, S., Kettler, R., Beddow, P., Kurz, A. (eds) Handbook of Accessible Instruction and Testing Practices. Springer, Cham. https://doi.org/10.1007/978-3-319-71126-3_3

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