This book provides a rationale for, discussion, and extensive examples of curriculum-based assessments (CBA) for students with disabilities in the regular classroom, in the context of the collaborative consultation model. The model stresses the need for input from people with diverse expertise to generate creative solutions to mutually defined problems. An introductory chapter considers the factors that make CBA an important alternative to traditional testing practices and identifies the desired outcomes of skill acquisition by the learner and cooperation between special educators and classroom teachers. The following seven chapters then explain the use of CBA in specific subject areas and present examples of CBAs that have actually been constructed and used in teaching the following subjects: (1) reading skills, (2) written expression, (3) history and social studies, (4) mathematics, (5) science, (6) dictionary skills, and (7) following directions and using study skills. An appendix lists basic rules of composition concerning capitalization, punctuation, abbreviations and contractions, italics, and numerals. (Contains 85 references.) (DB)