Constructor Lab
Leadership Summit
Edtech Advocacy &
Policy Summit

10 Best Tools for Students with Disabilities in Inclusive Classrooms

Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 29

Participate and share

Participate and share : Poster

Monday, June 25, 8:00–10:00 am
Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 29

Dr. Rita Brusca-Vega   Dr. Denise Frazier   Dr. Anastasia Trekles  
Teaching students in an inclusive classroom? We can help you link digital tools to special education needs and we'll share some of the best tools that can be adapted for inclusive use.

Skill level: Beginner
Attendee devices: Devices not needed
Participant accounts, software and other materials: No special software or devices are needed
Focus: Digital age teaching & learning
Topic: Special populations/assistive and adaptive technologies
Grade level: PK-12
Subject area: Special education
ISTE Standards: For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

Proposal summary

Purpose & objective

The main goal of this presentation is to share with teachers a version of a technology tool assessment instrument that will help them make determinations about using technology with students with disabilities in the inclusive classroom. We will make recommendations of some of the best sites that we have found and match the teachers' and students' needs with technology content and functionality.

Participants will come away from the presentation being able to:

Match various technologies to specific needs that a child may have.
Evaluate the effectiveness of various technologies in assisting individual students with mild disabilities.
Use a rubric to systematically technology tools based on student learning needs and behavior characteristics.
Integrate technology into lesson planning that supports the needs of all children in the inclusive classroom, including those special needs.


We will share a printed poster that includes a list of the top ten tools that we have found that support inclusive classroom well, including links and tips for integration. Additionally, participants can pick up cards with links to our website containing access to all documents, links, and rubrics referred to in the presentation.
The website and demonstrations of tools will be available on laptops and/or tablet devices during the presentation as well.
When talking with participants, we will first ask participants what students are they currently working with, and then direct them to specific resources as appropriate for their students and situation.

Supporting research

Bryant, D. P., & Bryant, B. (2003). Assistive technology for people with disabilities. Boston: Allyn and Bacon.
Cook, A. M., & Polgar, J. M. (2008). Cook & Hussey's assistive technologies: Principles and practice. St. Louis, MO: Mosby.
Fulton, K., & Sibley, R. (2003). Barriers to equity. In G. Solomon, N.J. Allen, & P. Resta (Eds.), Toward digital equity: Bridging the divide in education (pp. 14-24). Boston: Allyn & Bacon.
Kouroupetroglou, G., Pino, A., & Paraskevi, R. (2017). A methodological approach for designing and developing web-based inventories of mobile Assistive Technology applications. Multimedia Tools and Applications, 76(1), 5347-5366. doi: 10.1007/s11042-016-3822-3
QIAT Leadership Team (2012). QIAT indicators for assistive technology. Retrieved from
Schrock, K. (2017). Assessment and rubrics. Retrieved from
Schrock, K. (2017). Critical evaluation of mobile apps. Retrieved from
Wisconsin Assistive Technology Initiative (2009). Assessing students' needs for assistive technology. Retrieved from http:///
Zabala, J.S. (2007). Development and evaluation of quality indicators for assistive technology services. University of Kentucky Doctoral Dissertations. Paper 517.

More [+]


Dr. Rita Brusca-Vega, Purdue University Northwest
Dr. Denise Frazier, Purdue University Northwest
Dr. Anastasia Trekles, Purdue University Northwest

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