India has made significant progress in improving the enrolment of students with disability but still has a long way to go before schools can be called inclusive. Despite the widely acknowledged relevance of assessments in shaping teaching and learning practices, little research has been done in disability-inclusive assessment in the Indian setting. In this paper, we explore teachers’ perceptions of disability inclusion in formative assessments, including the use of various kinds of accommodations and adaptations, factors that affect the implementation of disability-inclusive formative assessments, and challenges. It is argued that teacher professional development and teacher–parent partnerships are essential for ensuring the inclusion of students with disability in formative assessments. Unless assessment is given its due importance in disability-inclusive education, achievement gaps between children with and without disability may widen due to the unavailability of learning data and its use.

In a previous longitudinal twin project a model was developed for studying heredity-environment interaction. One important environmental dimension in this model is permissiveness-restrictiveness. The purpose of the present study has therefore been to investigate perceived and imposed restrictiveness at the societal and classroom level and possible interactional effects on pupil behavior. Results are reported from grade 4 to grade 6 in Israeli kibbutzim and Swedish compulsory school. One major finding is that no systematic differences have been found between twins and controls in the two countries. In both Swedish schools and Israeli kibbutzim permissiveness-restrictiveness will vary depending upon perspective (perceived or imposed) and upon content (type of subject or rule-breaking activity). Preliminary within-pair comparisons for the Swedish twins are reported for different types of test results. In agreement with the model, logical abstract thinking as well as reading and mathematics achievement seem to be less influenced by hereditary factors in a restrictive educational setting than in a permissive one.