Through technology, students with disabilities are identifying new options for participation, exerting more control, making more choices, and interacting more effectively. Inclusion, as a policy and as a practice, is reducing the physical and social isolation encountered by individuals and families, broadening expectations, reducing limits, and expanding choices. Technology and inclusion go hand in hand. Without technology supports and accommodations, many students cannot take full advantage of education. Without the opportunities for interaction found in inclusive settings, students cannot truly demonstrate their abilities. The following areas should be analyzed to determine whether technology support has the potential to facilitate the child's participation: (1) transportation to and from school and related events; (2) physical access; (3) classroom/library equipment and modifications; (4) shop/vocational education; (5) lunchroom; (6) playground/gym; (7) evaluation/assessment; (8) curriculum; (9) Individualized Education Program or Individualized Family Service Plan; (10) training; and (11) planning and policy. Several questions to consider in analyzing each area are listed. (JDD)