Information and Communication Technologies (ICTs) must be viewed as a policy strategy to realise the right to inclusive education, as well as a tool to promote successful learning outcomes for students with disabilities. Harnessing the potential of ICT for education requires a coordinated and comprehensive legal and policy approach to stimulate and accelerate the use of inclusive ICTs in education, while ensuring that technology-enabled learning does not become another means of exclusion for students with disabilities. Policy actors must create an ecosystem that is not only conducive to the use of accessible ICTs in education, but offers a rich environment that values learner diversity. Pushing legislation and policy to drive the use of accessible ICTs is a form of social regulation that involves a wide range of State and non-State actors from the national level to the level of the classroom. It encompasses ICT infrastructure, human capital and support systems, curriculum, and learning methods and materials. The most effective way to harness the potential of technology to realise the right to education is to ensure buy-in and ownership among all relevant policy actors. This requires a bottom-up approach to policy making, and active collaboration among all stakeholders for successful outcomes.