This brief identifies practices that include students with disabilities in large-scale assessments as required by the reauthorized and amended 1997 Individuals with Disabilities Education Act. It notes relevant research by the National Center on Educational Outcomes and summarizes major findings of studies funded by the U.S. Office of Special Education Programs concerning appropriate accommodations, alternate assessments, and reporting of results. In the area of appropriate accommodations, the paper finds great variations across disability groups and from district to district and state to state. Efforts to embed curriculum-based measurement into the process, develop a classification of accommodations, and create standardized methods for determining accommodation validity are summarized. Addressing alternate assessments, the paper notes efforts in Kentucky to use portfolio assessments and in Maryland to measure outcomes that are life-skills oriented. Concerning the reporting of results, the paper describes an effort in Long Beach, California, to tie large-scale assessments to school effectiveness policies and include all special education students. (DB)