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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Davies, Michael Elliott, Stephen N. and Cumming, Joy 2016. Documenting support needs and adjustment gaps for students with disabilities: teacher practices in Australian classrooms and on national tests. International Journal of Inclusive Education, p. 1.

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Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’

  • Michael Davies (a1)
  • DOI:
  • Published online: 15 June 2012

A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

Corresponding author
Correspondence: Dr Michael Davies, Educational and Professional Studies, Arts, Education, and Law Group, Mt Gravatt Campus, Griffith University, Nathan, Qld 4111, Australia. E-mail:
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Australasian Journal of Special Education
  • ISSN: 1030-0112
  • EISSN: 1833-6914
  • URL: /core/journals/australasian-journal-of-special-education
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