UK and global policies exist to support inclusive education. Nevertheless, ongoing research based on classroom practices shows limitations and compromises to how far disabled children experience inclusion within these settings. Therefore when digital technologies such as mobile devices are used in classrooms, disabled children's uses often manifest in exclusionary ways that unintentionally stigmatise and undermine disabled children's independence. These problems are often compounded by the limited uses that schools are making of technologies for learning. I will introduce my work and talk about current research intended to support teachers to develop more inclusive digital pedagogies.