ABSTRACT

This chapter considers how we can improve good practice in assessing the practical and live skills of disabled students, and evaluating students’ achievements fairly. This chapter draws heavily on ideas discussed at the UK Higher Education Funding Council for England funded National Disability Team annual conference in April 2005. In the UK we have particular incentives to work towards inclusive assessment practice for disabled students, since following the Special Educational Needs and Disabilities Act (SENDA) 2001 we have a legal obligation to ensure that no student is discriminated against on the grounds of special educational needs or disability.This includes not just mobility, hearing and visual impairments, but also mental health difficulties, dyslexia and hidden impairments such as diabetes, asthma, heart disease and other serious illnesses.