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Send email to Dr. Evmenova

Phone: (703) 993-5256
Email: aevmenov (@gmu.edu)

George Mason University
Fairfax Campus
Finley Building 201A
4400 University Dr.
MS 1F2
Fairfax, VA 22030

Curriculum Vitae

Download Anya Evmenova's curriculum vitae

Profile

Anya S. Evmenova, PhD is the Associate Dean for Research at the College of Education and Human Development. She is a professor in the Unit of Special Education and Disability Research and the Endowed Director of the Kellar Institute for Human disAbilities. Dr. Evmenova teaches undergraduate, master, and doctoral courses in special education, assistive technology, and research methods. She is an active contributor to the field of special education and assistive technology research, regularly publishing and presenting at national and international conferences. Her research interests include the use of assistive/instructional technology for cognitive development and access to academic instruction for learners with various abilities and needs; Universal Design for Learning (UDL); and effective online teaching and learning. Development and research of technology-based interventions for academic settings is the primary focus of her work. She has acquired more than $20 million in external funding to support her design research endeavors. Dr. Evmenova has been recognized for the use of UDL in her own teaching by the 2016 GMU Teaching Excellence Award for Technology-Enhanced Teaching, 2018 GMU Online Teaching Excellence Award, and 2023 John Toups Presidential Medal for Excellence in Teaching. In 2025 she also received David Rose UDL Research award by CAST. Dr. Evmenova is currently a research strand advisor for the Assistive Technology Industry Association, and Vice president for Members at the International Academy for Research in Learning Disabilities. She is a member of editorial boards for top journals such as Exceptional Children, Journal of Special Education Technology, Intervention in School & Clinic, and Focus on Autism and Other Developmental Disabilities. She is the Editor-in-Chief for the Assistive Technology Outcomes and Benefits journal and the managing editor for the Journal of Inclusive Postsecondary Education. Finally, Dr. Evmenova also has a strong interest in international education. She has conducted numerous workshops on inclusive education and UDL for international teachers from all over the world. Her recent invited presentations were conducted in Kyrgistan, Uzbekistan, Pakistan, Saudi Arabia, Argentina, Peru, and Cameroon. 

Research Interests

Funded Projects:

2023-current: PI; grant funded by the Technology and Media Services for Individuals with Disabilities, Office of Special Education Programs, U.S. Department of Education, Washington, D.C. - WEGO-MEGA: Writing Efficiently with Graphic Organizers – Motivating with Educational GAmes (CFDA 84.327R) 

2024-current: Co-PI; grant funded by National Science Foundation - Fostering neurodiverse individuals subjective and objective work success via a human-assistive wearable technology partnership

2019 - 2025: PI; grant funded by the Special Education – Personnel Development to Improve Services and Results for Children with Disabilities/ Preparation of Leadership Personnel grant, Office of Special Education Programs, U.S. Department of Education - Project ASPIRE: Advancing Special Education Pedagogy, Innovation, and Research toward Effective interventions (CFDA 325D)

2018 - 2024: PI; grant funded by the Technology and Media Services for Individuals with Disabilities: Stepping-Up Technology Implementation grant, Office of Special Education Programs, U.S. Department of Education, Washington, D.C. - WEGO-RIITE: Writing Efficiently with Graphic Organizers – Responsive Instruction while Implementing Technology Effectively (CFDA 84.327S)

2019 - 2024: Co-PI; grant funded by the Disability and Rehabilitation Research Projects (DRRP): Assistive Technology to Promote Independence and Community Leaving (Research), ACL National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILR) - Assistive Wearables to Support Self-Regulation for Neurodiverse Young Adults 

2021 - 2024: Co-PI; grant funded by the National Science Foundation - A Partnershp to Implement the Inclusive Computer Science Model of Professional Development and a Digital Platform for PK-6 Computer Science Teaching for Students with Disabilities

2019 - current: Co-PI; grant funded by the FHI 360 FY 2016 American English E-Teacher Program, U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA/A/L) - American English E-Teacher Program: Teaching English to Young Learners (TEYL) - Global Online Course (GOC) and Massive Open Online Course (MOOC)

2022 - 2023: Co-PI; grant funded by the American Councils for International Education (ACIE)/U.S. Department of Defense (USDOD) - Tajikistant Secondary English Teachers' Progessional Development Program

2019 - 2022: Faculty Associate; grant funded by the U.S. Department of State, Embassy of the United States, Tashkent, Uzbekistan, Subcontractor to American Councils - English Speaking Nation Program for Uzbekistan 

2019 - 2021: PI; project supported by Seed Grant funding, College of Education and Human Development, George Mason University - 1:1 Technology Initiatives and Students with Disabilities

2012 - 2018; PI; grant funded by the Technology and Media Services for Individuals with Disabilities: Stepping-Up Technology Implementation grant, Office of Special Education Programs, U.S. Department of Education - Project WeGotIT!: Writing Efficiently with Graphic Organizers - Teachers Integrating Technology (CFDA 84.327S/Grant #H327S120011)

2012 - 2018: Co-PI; grant funded by the Special Education – Personnel Development to Improve Services and Results for Children with Disabilities/ Preparation of Leadership Personnel grant, Office of Special Education Programs, U.S. Department of Education - Project ASCEND: Applying Scholarship to Create and Evaluate Next Developments in Special Education (CFDA 325D/Grant #H325D1200036)

2011 - 2009: Co-PI; grant funded by the Steppingstones of Technology Innovation for Children with Disabilities grant, Office of Special Education Programs, U.S. Department of Education - Development and Usability Testing of Adapted and Interactive Video Interventions for Students with Intellectual Disabilities (CFDA 84.327A/ H327A080013)

Research Interests:

  • Using assistive and instructional technology to support academic instruction for students with various abilities and needs
  • Supporting content instruction for students with high-incidence disabilities with technology (including Artificial Intelligence)
  • Universal Design for Learning (UDL)
  • Providing effective and engaging online teaching and learning
  • Exploring inclusive education around the world​​​​​​​ - international inclusive education
  • Single-subject/case research
  • Mixed methods research
  • Qualitative research

Recent Publications

* **Evmenova, A. S., Regan, K., Mergen, R., & Hrisseh, R. (2025). Educational games and the potential of AI to transform writing across the curriculum. Education Sciences (Special Issue: Application of AI Technologies in STEM Education), 15(5), 567. https://doi.org/10.3390/educsci15050567  [invited] 

** Hutchison, A., Si, Q., Colwell, J., Kaya, E., Jakeway, E., Miller, B., Gutierrez, K., Regan, K., & Evmenova, A. S. (2025). Scaffolding coding instruction through literacy via the Compose and Code digital platform and curriculum. Journal of Computer Assisted Learning, 41(1), e13115. https://doi.org/10.1111/jcal.13115

**Mergen, R. L., Evmenova, A. S., Regan, K., Gafurov, B., & Hutchison, A. (2025). Exploring persuasive writing outcomes using a technology-based graphic organizer for students served in an alternative special education program. Behavior Disorders, 50(3), 123-135. https://doi.org/10.1177/01987429241290238

**Regan, K., Evmenova, A. S., Hutchison, A., Mergen, R., Hrisseh, R., Day, J., Hayes, C, & Gafurov, B. (2024). Implementation of a technology-based writing intervention to support writing quality. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2024.2425844

Evmenova, 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), 1-25. https://journals.ku.edu/focusXchild/issue/view/2766

Evmenova, A. S., Borup, J., & Shin, J. (2024). Harnessing the power of generative AI to support ALL learners. TechTrends Special Issue: Integrating Generative AI in Education, 68, 830-831. https://doi.org/10.1007/s11528-024-00966-x

**Evmenova, A. S., Regan, K., Mergen, R., & Hrisseh, R. (2024). Improving writing feedback for struggling writers: Generative AI to the rescue? TechTrends Special Issue: Integrating Generative AI in Education, 68, 790-802. https://doi.org/10.1007/s11528-024-00965-y

Hutchison, A., Evmenova, A. S., Regan, K., & Gafurov, B. (2024). Click, see, do: Using digital scaffolding to support persuasive writing instruction for emerging bilingual learners. Reading Teacher, 77(6), 810-824. http://doi.org/10.1002/trtr.2310

Colwell, J., Hutchison, A., Gutierrez, K., Offutt, J., & Evmenova, A. S. (2024). Elementary teachers’ perceptions of an online professional development for literacy-focused computer science education. Computer Science Education, 34(3), 546-565. http://doi.org/10.1080/08993408.2023.2263831.

Evmenova, A. S., Hollingshead, A., Lowrey, K. A., Rao, K., & Williams, L. D. (2024). Designing for diversity and inclusion: UDL-based strategies for college courses (practice brief). Journal of Postsecondary Education and Disability, 37(1), 81-88. https://www.ahead.org/professional-resources/publications/jped

**King-Sears, M. E., Steganidis, A., Evmenova, A. S., Rao, K., Mergen, R. L., Strimel, M. M., & Owen, L. S. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. https://doi.org/10.1016/j.tate.2022.103956

Kim, W., Borup, J., Shin, J. K., & Evmenova, A. S. (2023). Enhancing global teacher professional development through MOOC camps: Case studies from Brazil, Vietnam, and Peru. Journal of Technology and Teacher Education, 31(2), 137-165. https://www.learntechlib.org/primary/p/222266

**Bilman, R. H., Regan, K., Evmenova, A., & Satsangi, R. (2023). Using virtual manipulatives with technology-based graphic organizers to support students in solving proportion word problems. The International Journal for Research in Learning Disabilities, 6(1), 28-43. https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1827/1871

**Regan, K., Evmenova, A. S., Mergen, R., Verbiest, C., Hutchison, A., Murnan, R., Field, S., & Gafurov B. (2023). Exploring the feasibility of virtual professional development to support teachers in making data-based decisions for improving student writing. Learning Disabilities Research & Practice, 38(1), 40-56. https://doi.org/10.1111/ldrp.12301

**Hutchison, A., Gutierrez, K., Colwell, J., Evmenova, A. S., Offutt, J., & Gross, M. A. (2023). Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities. Journal of Research on Technology in Education, 55(6), 1003-1019 https://doi.org/10.1080/15391523.2022.2089408

Campus Affiliations

Other Courses Taught