Integrating Technology into Literacy Instruction for Students with Disabilities: Perspectives of Teachers and StudentsAs students with disabilities increase their participation in the general education curriculum, special education service providers must ensure equitable access to technology based learning resources (Edyburn, 2009; Leeman, 2013; Ottenbreit-Leftwich et al., 2015). While there are many opportunities to make content accessible to students through technology, the proliferation of choices in the technology marketplace makes it more difficult to select the appropriate resources. Many service providers lack experience and expertise with integrating technology into literacy instruction for secondary and postsecondary students with disabilities (Holmes & Silvestri, 2012; Burgos, 2015). This study used a three-tiered cascade sampling method to identify teachers who have demonstrated expertise with technology integration and literacy instruction.