Evmenova, AnyaVermeer, AnitaCooney, LouiseWashburn, JocelynJackson, TerrySULAIMON, TOLULOPE2025-09-162025-09-162024-10-8Evmenova, A. S., Vermeer, A., Cooney, L., Washburn, J., Jackson, T., & Sulaimon, T. (2024). Evidence-Based Technology Tools to Support Diverse Learners, Educators, and Service Providers Across Instructional Settings. Focus on Exceptional Children, 48(2). https://doi.org/10.17161/foec.v48i2.22951https://hdl.handle.net/1808/36175Technology can improve learning outcomes for students with and without disabilities and enhance instructional activities implemented by educators and service providers across diverse settings. The Stepping-Up Technology Implementation funding has been established by the Office of Special Education Programs in the U.S. Department of Education. The aim of this funding is to promote the development, demonstration, and integration of the evidence-based technology tools and approaches into K-12 classrooms and early childhood settings. It also supports educators, service providers, and early childhood providers in improving learning out-comes. All Stepping-Up technologies are designed, implemented, refined, and tested through the iterative research and development cycles based on data from children, students, and youth with and without disabilities as well as educators, service providers, and families. This article presents an overview of 28 readily available technology-based interventions organized into five categories: Literacy; Math, Science, and Coding; Transitions and Career Readiness; Behavior and Social Skills; Professional Development and Coaching. In addition, 10 actionable suggestions for seamless implementation of technology tools and approaches are provided.Copyright 2024 The Authors. This work is being made available under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 (CC-BY-NC-ND 4.0) International licensehttps://creativecommons.org/licenses/by-nc-nd/4.0Technology tools and approachesEvidence-based practicesAccessibleInstructional technologyUniversal Design for Learningarticle10.17161/foec.v48i2.22951https://orcid.org/0000-0003-4869-0699https://orcid.org/0000-0002-1956-8507https://orcid.org/0000-0002-0477-2484https://orcid.org/0000-0002-4292-7619https://orcid.org/0000-0002-3514-5280openAccess0015-511X