The National Assessment of Educational Progress (NAEP) is working to increase the numbers of students with disabilities (SD) or limited English proficient (LEP) students who are included in the assessment. Information is presented on the changes made to the inclusion criteria, the types of accommodations being offered, new procedures implemented in 1996, and ongoing research studies. The percentages of SD and LEP students excluded have been fairly steady over time, with about 5% excluded due to Individualized Education Plans (IEPs) and 1% excluded due to LEP. An evaluation conducted in 1994 found that many of these students were, in fact, capable of participating in the assessment. In preparation for the 1996 assessment, the NAEP field tested the new inclusionary criteria and the use of various accommodations and adaptations for the mathematics assessment. Field test results were generally encouraging, but did indicate that results for SD and LEP students may not be comparable to those of other students. A special sample design was developed for the 1996 NAEP to help clarify issues raised by the inclusion of additional SD and LEP students. Current research is examining scaling, reporting, appropriateness, construct validity, language complexity, and inclusion issues. (SLD)