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Dr. Anna S. Evmenova
PhD, George Mason University
Associate Director, Global Online Teacher Education Center
Special Education, PhD in Education
Special Education
Special Education: Assistive Technology
Special Education: General Curriculum
Assistive and Special Education Technology
Helen A. Kellar Institute for Human disAbilities
Center for Social Equity Through Science Education

Contact Information

Send email to Dr. Evmenova

Phone: (703) 993-5256
Fax: (703) 993-3681
Email: aevmenov (

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


Anya S. Evmenova, PhD is a professor in the Division of Special Education and disability Research. 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 $14 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. She 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. Dr. Evmenova 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. 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, and Cameroon. 

Research Interests

Funded Projects:

2018 - current: 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 - current: 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 ASPIRE: Advancing Special Education Pedagogy, Innovation, and Research toward Effective interventions (CFDA 325D)

2019 - current: 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 - current: 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 - current: 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
  • 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., Hollingshead, A., Lowrey, K. A., Rao, K., & Williams, L. D. (in press). Designing for diversity and inclusion: UDL-based strategies for college courses (practice brief). Journal of Postsecondary Education and Disability.

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.

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.

Day, J., Regan, K., Evmenova, A. S., Verbiest, C., Hutchison, A., & Gafurov, B. (2022). The resilience of students and teachers using a virtual writing intervention during COVID-19. Reading & Writing Quarterly.

Hutchison, A., Colwell, J., Gutierrez, K., Evmenova, A. S., Offutt, J., & Gross, M. A. (2022). 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.

Hamberger, R., Evmenova, A. S., Coogle, K., & Reagan, K. (2022). Parent coaching in natural communication opportunities through bug-in-ear technology. Topics in Early Childhood Special Education, 42(3), 234-245.

Borup, J., Shin, J., Powell, M. G., Evmenova, A. S., & Kim, W. (2022). Revising and validating the Community of Inquiry instrument for global online courses. International Review of Research in Open and Distributed Learning, 23(3), 82-103.

Nikolayev, M., Evmenova, A. S., Reich, S., Clark, K. A., & Burns, M. S. (2022). Improving preschoolers’ theory of mind skills with mobile games. Frontiers in Education.

Evmenova, A. S., Regan, K. S., Schladant, M., Hall, T. E., Bazhardt, J., Erickson, K. A., Ai, J., Sudduth, C., & Jackson, T. (2022). Stepping-up technology implementation – How does it happen? Journal of Special Education Technology, 38(1), 61-74.

Hutchison, A. & Evmenova, A. S. (2022). Planning model for computer science instruction for students with high-incidence disabilities. Intervention in School and Clinic, 57(4), 262-267.

Ward Parsons, A., Samaras, A., Dalbec, B., Constantine, L. S., & Evmenova, A. S. (2022). Facilitators’ self-study of a virtual adjunct faculty self-study collaborative. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 18(2), 197-218.

Brady, K. K., Evmenova, A. S., Regan, K., Ainsworth, M., & Gafurov, B. (2022). Using a technology-based graphic organizer instruction to improve the planning and persuasive paragraph writing of students with complex intellectual profile. Journal of Special Education, 55(4). 222-233.

Regan, K., Evmenova, A. S., Hutchison, A., Day, J., Stephens, M., Verbiest, C., & Gufarov, B. (2021). Steps for success: Making instructional decisions for students’ essay writing. TEACHING Exceptional Children, 54(3), 202-212.

Hutchison, A., Colwell, J., Gutierrez, K., Evmenova, A., Offutt, J., & Taylor, V. (2021). Designing a model of computer science professional development for elementary educators in inclusive settings. Journal of Technology and Teacher Education, 29(2), 165-193.

Evmenova, A. S. (2021). Walking the UDL walk: Designing an online course about UDL following the principles. Journal of Applied Instructional Design, 10(1).

Evmenova, A. S., Borup, J., & Dabbagh, N. (2021). Re-designing professional development to assist instructors’ rapid transition to remote teaching during the COVID-19 pandemic. The Teacher Educators’ Journal, 14, 22-42.

McGahee, D. W., King-Sears, M., & Evmenova, A. S. (2021). High school students with learning disabilities self-advocate for accommodations. Learning Disabilities Research & Practice, 36(2), 82-95. https://doi.10.1111/ldrp.12243

Regan. K., Evmenova, A. S., Hughes, M., Rybicki, M., P., Gafurov, B., & Mastropieri, M. (2021) Technology-mediated writing: It’s not how much, but the thought that counts. E-Learning and Digital Media.

Evmenova, A. S., Regan, K., Ahn, S. Y., & Good, K. (2020). Teacher implementation of a technology-based intervention for writing. Learning Disabilities: A Contemporary Journal, 18(1), 27-47. [invited]

Alsuhaibani, A., Evmenova, A. S., Graff, H. J., Duke, J. (2020). Arabic version of the Arc’s self-determinations scale for Saudi female adolescents with intellectual disabilities, learning disabilities, and multiple disabilities. Journal of International Special Needs Education, 43(1), 1-11.

Preston-Smith, S., King-Sears, M., Evmenova, A. S., & Baker, P. H. (2020). What do high school students think about co-teaching in science classrooms? Learning Disabilities: A Multidisciplinary Journal, 25(1), 29-42.

Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S., & Edyburn, D. (2020). Validation of the UDL reporting criteria with extant UDL research. Remedial and Special Education, 41(4), 219-230.