Work

Participation and Accommodation Policies in IEA-Assessments: Patterns of Inclusion and Exclusion

Year: 2026

Type: report

Abstract: International educational assessments are central to monitoring educational quality worldwide. However, little is known about which students are systematically excluded from these assessments and what accommodations are provided to those who participate. This study surveys national research coordinators of international assessments across 63 countries to examine how students with 17 different learning difficulties or support needs are included, excluded, and accommodated in international assessments. Findings reveal that students with severe physical, sensory, or multiple disabilities are consistently the most excluded, while those with learning or behavioral difficulties are more frequently included. Accommodations concentrate on timing and setting adjustments, whereas specialized supports remain rare. Cross-national variation is substantial, indicating that participation reflects national implementation decisions as much as student characteristics.

Source: International Association for the Evaluation of Educational Achievement

DOI: 10.58150/rd_4_6

Authors: Mejia-Rodriguez, Ana Maria, Eryilmaz, Nurullah, Kunina-Habenicht, Olga, Strietholt, Rolf

Institutions: International Association for the Evaluation of Educational Achievement, TU Dortmund University

Language: English

Topic: Global Educational Policies and Reforms

Subfield: Political Science and International Relations

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: green

Funder: International Association for Accounting Education and Research