Limited time or resources shouldn’t prevent schools from conducting informal and formal assessments of students with disabilities, including those with significant cognitive disabilities. In fact, collecting high-quality data about a student’s performance can guide educators in making more informed decisions about instruction and individualized supports, said the National Center on Educational Outcomes, in a recent paper.

Students with disabilities are among the populations of students whose disrupted schooling during the pandemic may have likely resulted in learning losses. However, the different ways instruction was provided last school year — either in-person, remote or hybrid — should not be a barrier to how assessments are conducted this year, said Sheryl Lazarus, director of NCEO and co-author of the report, in an email.

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