Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Bangert-Drowns, R. L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63(1), 69-93.

Blakemore, C. L. (2003). Movement is essential to learning. Journal of Physical Education, Recreation & Dance, 74(9), 22-25.*

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels, S., & Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.*

Crealock, C., & Sitko, M. (1990). Comparison between computer and handwriting technologies in writing training with learning disabled students. International Journal of Special Education, 5(2), 173-183.

Dalton, B. D., Herbert, M., & Deysher, S. (2003). Scaffolding students' response to digital literature with embedded strategy supports: The role of audio-recording vs. writing student response options. 53rd Annual Meeting of the National Reading Conference.

Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. Journal of Educational Research, 80(6), 338-342.

Davis, N. R., Vossoughi, S., & Smith, J. F. (2020). Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action. Learning, Culture and Social Interaction, 24, 100373.*

Duerstock, B. S. (2006). Accessible microscopy workstation for students and scientists with mobility impairments.Assistive Technology : The Official Journal of RESNA, 18(1), 34-45.

Geoffrion, L. D. (1982). The feasibility of word processing for students with writing handicaps. Journal of Educational Technology Systems, 11(3), 239-250.

George, C. L., Schaff, J. L., & Jeffs, T. (2005). Physical access in today's schools: Empowerment through assistive technology. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 355-377). Whitefish Bay, Wisconsin: Knowledge by Design, Inc.

Gehris, J. S., Gooze, R. A., & Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes. Child : Care, Health & Development, 41(1), 122–131.*

Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1), 1-24.

Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.*

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143.

Higgins, E. L., & Raskind, M. H. (1995). Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities. Learning Disability Quarterly, 18(2), 159-174.

hooks, b. (1994). Teaching to transgress. Routledge.*

Johnson, H. N., Wakeman, S. Y., & Clausen, A. M. (2023). Inclusive supports and strategies to increase opportunities to respond for all learners. TEACHING Exceptional Children, 56(2), 72-80.*

Jones, D., & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students' ability to generate written text. Journal of Educational Psychology, 91(1), 44-49.

Jones, I. (1994). The effect of a word processor on the written composition of second-grade pupils. Computers in the Schools, 11(2), 43-54.

Joram, E. (1992). The effects of revising with a word processor on written composition. Research in the Teaching of English, 26(2), 167-193.

Kaczorowski, T., McMahon, D., Gardiner-Walsh, S., & Hollingshead, A. (2023). Designing an inclusive future: Including diversity and equity with innovations in special education technology. TEACHING Exceptional Children, 55(5), 376-383.*

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13-22.

Langone, J. (1996). The differential effects of a typing tutor and microcomputer-based word processing on the writing samples of elementary students with behavior disorders. Journal of Research on Computing in Education, 29(2), 141-158.

Lewis, R. B., Graves, A. W., Ashton, T. M., & Kieley, C. L. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13(2), 95-108.

Lindt, S. F., & Miller, S. C. (2017). Movement and learning in elementary school. Phi Delta Kappan, 98(7), 34–37.

MacArthur, C. A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21(2), 151-166.

MacArthur, C. A., & Graham, S. (1987). Learning disabled students' composing under three methods of text production: Handwriting, word processing, and dictation. Journal of Special Education, 21(3), 22-42.

Mead, C., Price, C., Gin, L. E., Anbar, A. D., Collins, J. P., LePore, P., & Brownell, S. E. (2023). A comparative case study of the accommodation of students with disabilities in online and in-person degree programs. Plos one, 18(10), e0288748.*

Ochs, E., & Capps, L. (2009). Living narrative: Creating lives in everyday storytelling. Harvard University Press.*

Owston, R. D. (1992). The effects of word processing on students. Research in the Teaching of English, 26(3), 249-276.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.*

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.*

Peterson-Karlan, G. R., Parette, H. P., & Center, S. E. A. T. (2007). Supporting struggling writers using technology:Evidence-based instruction and decision-making, National Center for Technology Innovation.

Quenneville, J. (2001). Tech tools for students with learning disabilities: Infusion into inclusive classrooms.Preventing School Failure, 45(4), 167-170.

Quinlan, T. (2004). Speech recognition technology and students with writing difficulties: Improving fluency. Journal of Educational Psychology, 96(2), 337-346.

Roberts, K. D. (2005). The use of voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled. Journal of Vocational Rehabilitation, 22(1), 49-64.

Rosenbluth, G. S., & Reed, W. M. (1992). The effects of writing-process-based instruction and word processing on remedial and accelerated 11th graders. Computers in Human Behavior, 8(1), 71-95.

Sanderson, A. (1999). Voice recognition software. A panacea for dyslexic learners or a frustrating hindrance? Dyslexia, 5, 114-118.

Shoval, E. (2011). Using mindful movement in cooperative learning while learning about angles. Instructional Science, 39(4), 453-466.*

Sitko, M. C., Laine, C. J., & Sitko, C. (2005). Writing tools: Technology and strategies for struggling writers. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 571-598). Whitefish Bay, Wisconsin: Knowledge by Design.

Stoner, J. B., Beck, A. R., Bock, S. J., Hickey, K., Kosuwan, K., & Thompson, J. R. (2006). The effectiveness of the picture exchange communication system with nonspeaking adults. Remedial & Special Education, 27(3), 154-165.

Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using Dance & Movement to Enhance Spatial Awareness Learning. Athens Journal of Education, 7(2), 153-167.*

Wadsworth, D., Donna, F., & Knight, D. (1999). Preparing the inclusion classroom for students with special physical and health needs. Intervention in School and Clinic, 34(3), 170.

Wetzel, K. (1996). Speech-recognizing computers: A written-communication tool for students with learning disabilities?. Journal of Learning Disabilities, 29(4), 371-380.

Wolfe, E. W., Bolton, S., Feltovich, B., & Niday, D. M. (1996). The influence of student experience with word processors on the quality of essays written for a direct writing assessment. Assessing Writing, 3(2), 123-147.