Historically pervasive models of disability as a deficit negatively impacted thinking about the accessibility of educational assessments and how this issue should be addressed. In a deficit-based model, assessments are designed without consideration of individual differences and students with disabilities receive accommodations as an exception to the typical administration. With the shift to social models of disability, the assessment field has concomitantly adopted new approaches to designing and administering assessments that recognize variability in how individuals interact with assessments. Inclusive assessment requires that conditions are in place to support the validity of score inferences for their intended uses—for all students. Inclusive assessment requires moving past a deficit-based model and designing for examinee variability. An inclusive model requires knowledge of student characteristics and new ways of thinking about student-item interactions. Computer-based testing and other technologies such as alternative or augmentative communication devices provide support for flexible assessment administration. One way to ensure inclusive assessments meet professional standards for quality is to blend evidence-centered design and universal design principles. Evidence-centered design has five stages that span from construct definition to inferences made from test scores: domain analysis, domain modeling, conceptual assessment framework, assessment implementation, and assessment delivery. Assessment developers can use universal design principles to minimize construct-irrelevant variance by attending to the student’s engagement when presented with assessment stimuli and items, articulating the information the student needs to know in order to respond correctly, and providing multiple means to communicate responses. When evidence-centered design and universal design are blended, these approaches support inclusive assessment design, administration, and scoring, as well as evidence for validity and technical adequacy. Shifts in policy and educational practice are also necessary to support inclusive assessment.