This chapter explores the procedures for the provision of inclusive assessment to embrace all manner of students in our educational institutions. The phenomenology design, within a qualitative approach, was employed to conduct this study. The purposive sampling technique was used to select five integrated science teachers who handle students with special educational needs in the Asante Mampong Municipality of Ghana. An in-depth one-on-one semi-structured interview was conducted with each of the participating teachers to elicit their views on the assessment and evaluation tools they use and also, the challenges they encounter. The interviews revealed that the teachers used multiple choice questions, oral exams, and project assignments among others to evaluate the students. Teachers also faced challenges such as large class size and lack of fairness among others. Among the recommendations made to ameliorate the situation are: provision of assessment guidelines, monetary allowances for teachers, and provision of a resource centre.