The first school I worked at in Saudi Arabia was a small village more than an hour and a half away from the city. I was a general classroom teacher for just four first grade students. One of my students did not respond to any oral or written tests. After the first week, I decide to tell the school principal about his poor performance in class compared to his peers. The principal asked the supervisor of the city's education department who suggested the parents take their girl to the city's educational health center because no specialist was available to visit the remote school. The principal told her mother that she would have to take her into town to diagnose her problem. Her mother came to school after a few days and asked for her daughter's record because she has learning difficulties and will study in a special school. Students need precise tests to be classified as students with disabilities or learning difficulties which is called assessment. Assessment is defined as “the process of gathering information about a student's abilities or behavior for the purpose of making decisions about the student” (Elliott, Braden, & White, 2001, p.12). it is used to decide whether students with special needs are eligible for special education services and, if eligible, to decide what those services are (Reschly, 1996; Browder, 1991). This essay will briefly discuss the key aspects of assessment, the purposes of assessment for students with disabilities, and assessment adaptation. Miller, Linn, and Gronlund (2009) highlighted the general principles of the evaluation process. The first principle is the specification of what must be assessed and what are the pre-established objectives to be achieved, before selecting the assessment professional...... halfway through the document ...... action for students with disabilities , 6 (1), 40-53. Salvia, J., Ysseldyke, J. E., & Bolt, S. (2007). Assessment in special and inclusive education (10th ed.). Boston: Houghton Mifflin Company. Spinelli, C. G. (2002). Classroom assessment for students with special needs in inclusive education. New Jersey Columbus, Ohio: Merrill Prentice Hall.Taylor, C.S., & Nolen, S.B. (2005). Classroom assessment to support teaching and learning in real classrooms. NewJersey: Pearson.Venn, J. J. (2006). Assessing students with special needs (4th ed.). New Jersey: Pearson.Westwood, P. (1995). Effective teaching: Paper presented at the inaugural Northwest Special Education Conference Priorities, Partnerships (and Pulm Pudding). Armidle.Ysseldyke, J. E., & Salvia, J. (1988). Assessment in special and remedial education (4th ed.). Boston: Houghton Mifflin Company.