Journal of Writing Assessment

This article outlines a series of inclusive assessment practices to help mitigate the shortcomings of the academic accommodations system and support students with both documented and undocumented disabilities, as well as their non-disabled peers. I argue that because of the inequities that characterize the accommodations system, including the barriers that prevent students from gaining accommodations, faculty members across the disciplines should develop inclusive assessment practices so that students do not have to depend solely on the formal accommodations system. The inclusive assessment practices detailed in the article provide students with autonomy, choice, and flexibility. As such, these assessment practices already have the potential to meet the needs of students with a range of disabilities and particularly those with disabilities that have been termed “invisible,” such as learning disabilities, ADHD, psychiatric disabilities, and neurodivergence. I contend that because Writing Program Administrators have relationships with faculty across the disciplines they are well-positioned to guide faculty in rebuilding their assessment practices. The article concludes by considering how these inclusive assessment practices may potentially enhance recruitment and retention efforts, as well.