Grades have long been used in most schools to indicate the degree to which students grasp subject matter and to document overall classroom performance. By most accounts, students with diverse learning needs and/or disabilities are at a significant disadvantage in school. Despite the fact that some students have IEP objectives and goals, some teachers, inclusion/general education teachers, sometimes forget that these students are working/processing information at a much slower rate than other student; therefore, forgetting to incorporate alternative grading options for students with diverse learning need or disabilities. Most often student grades generally stem from test performance; however, not all students are good test takers and without meaningful accommodations in curriculum and instruction and in testing and grading practices, many of these students will become further alienated; therefore, teachers need to develop alternative methods to the traditional grading system.…