Abstract: Inflexible assessment is reported in various contexts of children with disabilities at national level. The documents “Standards of inclusive education” (2017) and “Guidelines for assessment, examination, promotion and transition” (2018) recognize the need for equitable assessments for children with disabilities in the Bhutanese context. However, it is not clearly known how the schools are practicing the equitable assessments as recognized by the standard documents. Particularly, the equitable assessment specific to children with dysgraphia is scarce. Therefore, this research described the equitable assessment practices of Yarphel MSS for children with dysgraphia. The single embedded case study approach was employed and the data were gathered through semi-structured interview, document analysis, and observations to understand the issue. The study employed purposive sampling which involved 20 participants that include Principal, SENCO, Academic Coordinator, Exam Coordinator, 12 teachers, three children with dysgraphia and a parent of child participant one (C1). The data were analyzed through thematic analysis and pattern matching technique. The study has found four major strategies that were employed to ensure the assessments equitable. They are: 1) modification; 2) accommodation; 3) classroom activity adaptation; and 4) collaboration and communication. The study has also identified four major barriers that have hindered the practice of equitable assessments for children with dysgraphia. The barriers are: 1) inadequate policy support; 2) inadequate training; 3) inadequate facility; and 4) inadequate support from stakeholders. The study concludes that four strategies of equitable assessments noted require deliberate practices to be fairer for children with dysgraphia. Therefore, to enable more equitable assessment practices, the school and relevant stakeholders need to collaboratively work on the barriers identified.