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The learning assessment directed to students with disabilities is a tool of fundamental importance in the teaching and learning process, guiding a process of educational transformation. Moreover, by understanding the specificities of the students, it allows the assessment actions to be assertively carried out. However, the assessment practices are still fixed in the pedagogy of the exam, covering assessments of punctual and static nature that emphasize the grades. Thus, it is essential to invest in an inclusive assessment, since the focus becomes the individual's potentiality and ability, instead of emphasizing the peculiarities of their disability. Thus, the present research had, as a general objective, to carry out an investigation on the practice of learning assessment carried out with students with disabilities enrolled in undergraduate and graduate courses at the Faculty of Economics, Administration, Actuarial Science, Accounting, Executive Secretariat and Finance (FEAAC) ofthe Federal University of Ceará (UFC).