"Techquity" represents the powerful intersection of technology and equity in education. Our name reflects our core mission: leveraging educational technology to create more equitable, accessible learning experiences for all students, regardless of ability of learning difference. We believe that thoughtfully selected and properly implemented technology can be a great equalizer in education, removing barriers and providing multiple pathways for diverse learners.
Polat et al. (2024) identify a critical gap in inclusive education: While teachers value educational technology for supporting students with diverse learning needs, they lack adequate training, resources, and institutional support to implement these tools effectively. Their research demonstrates an urgent need for professional development and structured resources.
Complementing this finding, Navas-Bonilla et al. (2025) show how digital technologies—mobile devices, assistive tools, apps, and interactive platforms—enhance accessibility, engagement, and personalized learning in inclusive classrooms, highlighting technology's potential to create equitable educational experiences.
Addressing this gap between need and opportunity, we developed the Techquity Toolkit—a comprehensive online resource equipping educators with practical edtech solutions for inclusive learning. By providing curated tools, we empower teachers to create more accessible learning environments for all students.
We are a team of dedicated special education professionals with diverse experiences across multiple educational settings including resource rooms, behavior support classrooms, and self-contained environments. Currently advancing our expertise through the Master of Arts in Teaching program at Central Washington University, we share a passion for leveraging technology to enhance learning experiences for students with diverse needs.
This EdTech resource toolkit represents our commitment to supporting all educators by curating technological solutions that address the unique challenges faced when supporting students with diverse learning needs. Whether you're a special education professional or a general education teacher with diverse learners in your classroom, we've identified tools that can make a meaningful difference in student engagement, independence, and achievement. Drawing from our combined classroom experience and academic research, we've focused on accessible resources that can be implemented across various educational settings.
Hi, I’m Monica, a passionate special education paraeducator with 7 years of experience in diverse special education classrooms. I’m also a proud parent to a wonderful son with autism, which has given me a deeply personal understanding of the unique challenges and incredible strengths of neurodiverse individuals. I earned my B.A. from the University of Washington and am currently pursuing my Master’s in Teaching with an endorsement in Special Education at Central Washington University. This website is one of my ways of sharing the knowledge, strategies, and tools I’ve gathered both as an educator and a parent. My goal is to empower special education teachers to create inclusive, supportive classrooms where every student can thrive.
Hi, I'm Tasha! I have a background in special education, supporting students with emotional and behavioral disabilities, along with experience in learning resource centers working with grades 4-8. I'm currently earning my Master's in Teaching at Central Washington University, with endorsements in Special Education and ELA. As a special education teacher, I prioritize creating equitable learning environments and supporting educators with effective tools and strategies for inclusive learning.
Hey there, I’m Leah and I have a background in Psychology, Vocational Counseling and Special Education. I just finished my 2nd year as a Resource/Inclusion Paraeducator at the secondary level (9th-12th grade) and I am in my 20th year as the parent of a son with an IEP (now I am getting a better understanding of Transition,18-22yrs old!). I am passionate about setting and holding high expectations for all students and Universal Design for Learning (UDL). I am currently working toward my Master of Arts Teaching, Special Education endorsement and Teaching Certificate with Central Washington University.
Navas-Bonilla, C. del R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025). Inclusive education through technology: a systematic review of types, tools and characteristics. Frontiers in Education (Lausanne), 10. https://doi.org/10.3389/feduc.2025.1527851
Polat, E., Cepdibi Sibic, S., Cirit, N. C., Hopcan, S., & Bastug, Y. E. (2024). Educational technology in inclusive classrooms: Assessing teacher awareness and needs. Journal of Educational Technology and Online Learning, 7(1), 116–131. https://doi.org/10.31681/jetol.1355239