ABSTRACT
This chapter explores the use of technology to increase both the psychometric quality and the accessibility of assessments for individuals with disabilities. The important milestone for children with disabilities was the enactment of Education for All Handicapped Children Act (EHA). The parents of children with disabilities joined together with organizations such as the Pennsylvania Association for Retarded Children and pushed for legislation. The education and assessment of children with disabilities was the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2002. There are specific concerns related to the use of Common Admission Test (CAT) for students with disabilities. The chapter shows the some advances in technology which opened many opportunities for improving the accessibility of assessments for individuals with disabilities while also increasing precision of measurement through adaptive-testing models. These advances have included the integration of the principles of universal design into item authoring and integration of assistive technologies into the development of computer-based testing (CBT) platforms.
