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Abstract
Students with high-incidence disabilities (e.g., learning disabilities, emotional behavior disorders, and autism spectrum disorders) often receive most of their education in general education classrooms. Once in these classrooms, students with disabilities are expected to learn from the general education curriculum. For students with disabilities participating in general education and inclusion classrooms, technology offers an opportunity for them to be active participants in classroom activities and to make meaningful progress in the general education curriculum. The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms. The technologies described in the articles were developed as research-to-practice pieces so that practitioners can integrate the technology into their classrooms. This issue focuses on two themes: (a) technology to support student learning in inclusive or general education classrooms and (b) technology to promote student engagement and enhance performance feedback of teachers.
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