The main goals of the sport education model (SEM) are to help students become competent, literate, and enthusiastic sportspersons by offering learning opportunities through contextualized sport experiences within the physical education setting. While various resources recommend suitable and easy-to-use assessment tools for physical education teachers who use the SEM in their classes, those assessment tools are not always appropriate for assessing students with disabilities who participate in sport education. The purpose of this article is to present ways in which to modify or "re-think" both the assessment tools and the overall assessment environment for students with disabilities in a sport education curriculum. (Contains 1 figure and 2 tables.)