Educators continuously strive to meet the needs of at-risk students, and because of this dedication to student achievement, many special education programs are integrating the use of the graphing calculator within the classroom. Teachers are adapting their lessons to integrate calculators and calculator instruction. This study examined if the use of graphing calculators improved the achievement of students with and without disabilities in integrated co-teaching, general education, special classes, and accelerated classes. This study was conducted in a public high school in suburban New York on Long Island. The participants of this study were in 11 algebra classes which consisted of a total of 83 students (44 males and 39 females). Of the 191 students who were invited to participate in the study, consent was received from 83. Of the 83 participants, 18 students were classified with disabilities. The disabilities consisted of the following: Learning disability, other health impairment, and speech and language impairment. During the study, a pre-and-post-test quasi-experimental design model was used over the course of one unit, over four weeks. A series of lessons used during the course of the school year, incorporated the graphing calculator in order to improve not only the students' motivation in mathematics, but also, students' comprehension of the curriculum. Results from this study show that there was no significant difference between students who utilized the graphing calculator and those who did not use the graphing calculator. However, results indicated that the graphing calculator increased students' achievement in the all class models; that anticipated outcome occurred as was demonstrated by the scores on assessments. In addition, significant difference was found between gain scores of males and females with female students higher gain scores. Students with disabilities gained less than those without disabilities. Significant difference was noted in classroom setting with special education and regular education, special education and accelerated, and special education and ICT. Other classroom settings which demonstrated a significant difference was regular education and ICT classes and accelerated classes and ICT classes. The results from this study demonstrate the importance of the use of the graphing calculator for specific sub group of students on increasing mean scores for students with and without disabilities in the high school setting and the importance of technology in mathematics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]