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International Journal of Disability, Development and Education Volume 59, 2012 - Issue 1: Inclusive Assessment and Accountability: Policy to Evidence-based Practices
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Articles

Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States

Stephen N. Elliott Learning Sciences Institute, Arizona State University, Phoenix, AZ, USACorrespondence[email protected]
,
Michael Davies School of Education and Professional Studies, Griffith University, Brisbane, Australia
&
Ryan J. Kettler Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA
Pages 7-19 | Published online: 28 Feb 2012

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Linda J. Graham. (2016) Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing?. Discourse: Studies in the Cultural Politics of Education 37:4, pages 563-581.
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Articles from other publishers (5)

Lauren Johnson. (2018) “Advocacy cheating”: teacher noncompliance in standardised literacy testing. English Teaching: Practice & Critique 17:3, pages 168-181.
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Karyn Carson & Peter Walker. 2015. Transforming the Future of Learning with Educational Research. Transforming the Future of Learning with Educational Research 161 180 .
Ian Dempsey & Michael Davies. (2013) National test performance of young Australian children with additional educational needs. Australian Journal of Education 57:1, pages 5-18.
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JongKeun Choi, Daesik Lee & Eunju Jung. (2012) Including students with disabilities in national academic assessments in Korea. Asia Pacific Education Review 13:4, pages 741-756.
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Michael Davies. (2012) Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’. Australasian Journal of Special Education 36:1, pages 62-78.
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