This lack of consistency leads to difficulty in concluding about the academic progress made by students with different levels of disabilities (Cumming and Dickson, 2013). Therefore, when it comes to planning testing at the national and state level, these unknown results are excluded (Forlin et al., 2013). Furthermore, Cumming and Dickson (2013) suggest: “…the equitable inclusion of students with disabilities in the current Australian tests of educational accountability does not occur from a social perspective and is not in principle consistent with the law » (p. 221). Therefore, the government should focus on developing appropriate assessment approaches and standardizing them nationally.