The present review is in view of the endeavour of the Australian Curriculum Assessment and Reporting Authority (ACARA) in framing a national curriculum that is intended to equip all young Australians including those with special educational needs and disabilities. It presents some interesting findings on how teachers and parents engage with curriculum, assessment and reporting, particularly in relation to students with special educational needs and disabilities. It highlights how some students with special needs and disabilities are excluded from the Australian National Assessment Program-Literacy and Numeracy (NAPLAN) and the negative implications this can pose for schools, teachers, students and the community at large. A number of themes have been identified across the literature in an effort to evoke the broader underlying educational aspects.