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The No Child Left Behind (NCLB) Act seeks to correct achievement gaps that are most prevalent among students in specific subgroups including those with disabilities, linguistic and cultural diversity, and representing economic disadvantage. The reauthorization of federal special education legislation through the Individuals with Disabilities Education Improvement Act (IDEIA) has moved to align the accountability for learners with disabilities with the guiding principles of NCLB. This paper examines the challenges of adequately assessing these learners in a manner that preserves the individualized nature of educational supports and services while focusing on the desired learning and results that are expected by education policy through accountability mandates. In this lens of increased scrutiny for results accountability, the issues of eligibility for services, summary of performance, and transition services are analyzed and aligned with these policy expectations with particular consideration given to rural impact. The emerging focus on early intervening services and assessing learners identified as at risk for school failure promotes practices that are aligned with academic and behavioral success for all learners. A summary of recommendations is provided on assessment related factors for rural school teachers and administrators.

This article addresses issues in assessment of students who are deaf, hard of hearing, blind, and visually impaired in rural school districts, where specially trained personnel may be in short supply. Accommodations and modifications for formal and informal assessment are suggested, changes in service delivery models are recommended, and additional resources are provided.