This review of the literature addresses the issue of assessing students with disabilities who are culturally and linguistically diverse (CLD). An examination of data showing disproportionate representation of students with disabilities who are CLD establishes a case for using alternative forms of assessment. Problems with some forms of traditional or commonly used assessments are also addressed. A discussion of four types of alternative assessments--comparable standardized assessment, dynamic assessment, curriculum-based assessment, and performance assessment--provides examples of research showing promise for use with students with disabilities who are CLD. Benefits and drawbacks to each of the four types are described in each section. Recommendations and the need for further research are also discussed. Summary of Alternative Assessments is appended.