International large-scale assessments (ILSAs), including those conducted by the International Association for the Evaluation of Educational Achievement (IEA) are increasingly recognized as benchmarks for tracking global progress toward Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education for all. Despite this, ILSAs have traditionally focused on the "average" student, often excluding or under-representing students with special education needs (SEN). Addressing this issue is essential for fostering equitable and inclusive assessments that better reflect the diverse abilities of all students. Accommodations, which involve modifying the administration of assessments without altering their content (Lovett & Lewandowski, 2015), enable students to demonstrate their abilities without being hindered by disabilities or special needs (Fuchs & Fuchs, 1999). Yet, implementing accommodations in ILSAs poses challenges due to the broad and heterogeneous nature of SEN, which encompasses a wide range of needs that can vary in severity. This study investigates current practices in accommodating students with SEN in IEA studies, with the goal of advancing inclusivity in these assessments. Specifically, we aim to: (1) map how SEN is defined across countries and within IEA frameworks; (2) explore processes for including or excluding SEN students; and (3) identify the accommodations used, their suitability, and the challenges associated with their implementation. To address these objectives, we are conducting a document analysis and an open-ended survey of national research coordinators in IEA studies. Preliminary findings will shed light on the definitions and categories of SEN, the criteria for inclusion and exclusion, and the accommodations employed across countries. By highlighting these practices, we aim to promote cross-national learning and contribute to the development of more inclusive ILSAs that accurately represent the abilities of all students.

Fuchs, L. S., & Fuchs, D. (1999). Fair and unfair testing accommodations. School Administrator, 56(10), 24. Lovett, B. & L. Lewandowski (2015). Testing accommodations for students with disabilities: Research-based practice. American Psychological Association, Washington, DC.