In the age of outcome-based reforms, where accountability and high-stakes testing are at the core of educational practices, it is essential that ALL learners, including those with ASD, benefit from educational assessment in the general education classroom. Underlying such inclusion is a three-pronged practice that is critical for learners with autism to benefit from classroom assessment; the teachers should (i) believe in diversity,(ii) provide academic support, and (iii) ensure continued behavioral support. Because of the predominant use of pen-and-paper assessments in education, this chapter aims to empower teachers in Inclusive Educational settings to understand that learners with autism, though non-verbal or minimally verbal, can access conventional educational assessments with appropriate support. However, some learners with autism may require alternate assessments. Therefore, this chapter recommends that teachers adopt tiers for assessing learners falling within the autism spectrum within inclusive classrooms so that the learning products and assessment tasks are fair and appropriate for their abilities. Such inclusive assessments should be varied and inclusive to accommodate the diverse and highly individual needs of autistic learners. Moreover, assessments should include portfolios, reports, presentations, practical tasks, created products, performances, non-verbal assessments, and written and oral tests. To ensure that alternate assessment practices are credible and effective, classroom teaching needs to become more innovative by employing universal design for learning (UDL) approaches that accommodate diverse learning needs and styles.

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