As part of the educational reform movement, states and local districts have implemented outcomes-based accountability for student outcomes. Outcomes-based accountability systems are using results of both traditional assessments, such as norm-referenced tests, and authentic performance assessments in an effort to measure broad domains of student knowledge. Issues in using performance assessments in large-scale on-demand assessment programs include the costs associated with administration and reliability in scoring. The level of rigor applied to assessment of outcomes for nondisabled students compared to students who are receiving special education services is being considered. Issues in using performance assessments for students with disabilities include defining the outcomes to be assessed, developing performance standards, developing assessment accommodations, and scoring. Five performance assessment programs that have taken various approaches to the inclusion of students with disabilities are described; these include Kentucky; Maryland; Vermont; Littleton, Colorado; and Arlington Heights, Illinois. Interviews with representatives of these programs indicated that students with disabilities could be exempted from participation in the assessment program (except in Kentucky) and that decisions to exempt were typically made by Individualized Education Program teams. (Contains 29 references.) (JDD)