Dr. Anna S. Evmenova
PhD, George Mason University
Associate Director, Global Online Teacher Education Center
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
Phone: (703) 993-5256
Fax: (703) 993-3681
Email: aevmenov (@gmu.edu)
George Mason University
Finley Building 201A
4400 University Dr.
Fairfax, VA 22030
Anya S. Evmenova, PhD is an associate professor in the Division of Special Education and disability Research. Dr. Evmenova teaches 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 almost $12 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 and 2018 GMU Online Teaching Excellence Award. She has served as the President Elect/President/Past President for the Council for Exceptional Children’s Innovations in Special Education Technology (ISET) Division. 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 Pakistan, Argentina, and Cameroon.
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
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)
2019 - current: Faculty Associate; grant funded by the U.S. Department of State, Embassy of the United States, Tashkent, Uzbekistan, Subcontractor to American Councils -
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)
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)
- 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
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]
Hutchison, A. & Evmenova, A. S. (in press). Planning model for computer science instruction for students with high-incidence disabilities. Intervention in School and Clinic.
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. Published online first https://doi.org/10.9782/19-00007.
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. https://doi.org/10.18666/LDMJ-2020-V25-I1-10107
Rao, K., Ok, M. W., Sean, 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 https://doi.org/10.1177/0741932519847755.
Evmenova, A. S., & Regan, K. (2019). Supporting the writing process with technology for students with disabilities. Intervention in School and Clinic, 55(2), 78-87. https://doi.org/10.1177/1053451219837636
Regan, K., Evmenova, A. S., MacVittie, N. P., Leggett, A., Ives, S. T., Schwartzer, J., Mastropieri, M., & Rybicki-Newman, M. P. (2019). A case of early adopters of technology in a social studies classroom. Contemporary Issues in Technology and Teacher Education, 19(3). Retrieved from https://www.citejournal.org/volume-19/issue-3-19/social-studies/a-case-of-early-adopters-of-technology-in-a-social-studies-classroom.
Borup, J. & Evmenova, A. S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a College of Education. Online Learning Journal, 23(2), 1-20. https://doi.org/10.24059/olj.v23i2.1468.
Singleton, K. J., Evmenova, A. S., Kinas Jerome M., & Clark, K. (2019). Integrating UDL strategies into the online course development process: Instructional designers’ perspectives. Online Learning, 23(1), 206-235. https://doi.org/10.24059/olj.v23i1.1407
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78-90. https://doi.org/10.1016/j.compedu.2019.03.008
Regan, K., Evmenova, A.S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy, and Education, 28(1). 1-19. https://doi.org/10.1080/1475939X.2018.1561507.
Brawand, A., King-Sears, M., Evmenova, A. S., & Regan, K. (2019). Proportional reasoning word problem performance for middle school students with high-incidence disabilities. Learning Disabilities Quarterly, 43(3), 140-153. https://doi.org/10.1177/0731948719837920.
Hughes, M., Regan, K., & Evmenova, A. S. (2019). A computer-based graphic organizer with embedded self-regulated learning strategies to support student writing. Intervention in School and Clinic, Advance online publication. https://doi.org/10.1177/1053451219833026.
Evmenova, A. S., Graff, H. J., Motti, V. G., Giwa-Lawal, K., & Zheng, H. (2019). Designing a wearable technology intervention to support young adults with IDD in inclusive postsecondary academic environments. Journal of Special Education Technology, 34(2), 92-105. https://doi.org/10.1177/0162643418795833.
Evmenova, A. S. (2018). Preparing teachers to use Universal Design for Learning to support diverse learners. Journal of Online Learning and Research, 4(2), 147-171.
Satsangi, R., Hammer, R., & Evmenova, A. S., (2018). Teaching multistep equations with virtual manipulatives to secondary students with learning disabilities. Learning Disabilities Research and Practice, 33(2), 99-111. https://doi.org/10.1111/ldrp.12166
Regan, K., Evmenova, A. S., Good, K., Leggit, A, Ahn, S., Gafurov, G., & Mastropieri, M. (2018). Persuasive writing with mobile-based graphic organizers in inclusive classrooms across the curriculum. Journal of Special Education Technology, 33(1), 3-14. https://doi.org/10.1177/0162643417727292 (2018-2019 Article of the Year Award for Journal of Special Education Technology)
- College of Education and Human Development
- School of Education
- Division of Special Education and disAbility Research
- Special Education: General Curriculum
- Assistive and Special Education Technology
- Helen A. Kellar Institute for Human disAbilities
- Center for International Education
- Research Methodology
- Educational Psychology
- Learning Design and Technology
- Center for Social Equity Through Science Education
- Division of Learning Technologies
- Special Education
- Special Education: Assistive Technology
- Global Online Teacher Education Center
- Universal Design for Learning (EDAT 524)
- Directed Inquiry in Educational Psychology (EDEP 798)
- Educational Research in Technology (EDIT 590)
- Online Teaching Essentials (EDIT 710)
- Technology Integration for Specialized Instruction (EDSE 351)
- Computer Applications for Special Populations (EDSE 517)
- Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 540)
- Comprehensive Topics in Special Education: Trends and Issues (EDSE 782)
- Special Topics (EDSE 794)
- Application of Research Standards for Individuals with Disabilities (EDSE 842)
- Assessment, Evaluation, and Instrumentation in Special Education Research (EDSE 846)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Proposal (EDUC 998)
- Doctoral Dissertation Research (EDUC 999)