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This article outlines the results of an exploratory study designed to measure changes in the awareness of preservice teachers concerning technology for students with disabilities. A pretest-posttest survey collected data on (a) awareness of the types of instructional technology available for students with disabilities, (b) ability to integrate technology into the classroom, (c) knowledge of the operation of computers and peripherals, (d) knowledge of technology available for assessment, and (e) extent of dissemination of new knowledge to colleagues. Results of this study indicated that participation in a technology-rich field experience increases the likelihood that preservice special educators will perceive an increase in (a) knowledge concerning the appropriate use of technology for students with disabilities, (b) the use of technology to facilitate student learning, and (c) the use of technology as a teacher tool.

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This chapter proposes that software design using software with programming capabilities, such as Classroom Suite, is a good activity for gifted students to increase their science, technology, engineering, and mathematics (STEM) skills while designing appropriate learning activities for all students, including those with disabilities. The chapter describes design techniques that gifted students can apply during the development, offers as an example the design process for one of the authors' own Classroom Suite instructional games, and concludes with a description of several other games designed by the authors as further examples of the kinds of instructional software that gifted students can develop for students with disabilities using Classroom Suite.

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.